LIBRARY 

STATE  TEACHER'S  Cnf  E«E 
SA   TA  BARBARA.  CALIFORNIA 

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UNIVERSITY  OF  CALIFORNIA 
VOCATIONAL  EDUCATION 


General  Vocational  Education 

Series  Number  1  Bulletin  Number  1 


SYLLABUS  OF  AN  INTRODUCTORY  COURSE 
ON  PART-TIME  EDUCATION 


For  Administrators  and  Teachers  of  Special  Classes  to  be 
Established  under  the  Compulsory  Part-time  Education  Act 


Issued  by  the 

UNIVERSITY  OF  CALIFORNIA 

in  co-operation  with  the 

STATE   BOARD  OF   EDUCATION 


BERKELEY,    CALIFORNIA 
JANUARY  1,  1920 


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I "-'  TEACKERS  C    L   ^GE 
SA„TA  BARBARA.  CALIFORNIA 

I.5..ft.±l 


CONTENTS 


PAGE 

The  Use  of  the  Syllabus 5 

Foreword 7 

Topic  I.  The  Background  of  Compulsory  Part-time  Education  Acts 19 

Topic  II.  The  Significance  and  Need  for  Part-time  Education 23 

Topic  III.  The  Provisions  of  the  Smith-Hughes  Act,  and  the  California 

Act  for  Establishing  Part-time  Schools 29 

Topic  IV.           First  Steps  Which  a  Local  Community  Should  Take  in  Prepara- 
tion for  Administering  the  Part-time  Act 36 

Topic  V.  The  General  Needs  of  Employed  Youths  in  California  and  Types 

of  Schools  to  Meet  These  Needs 40 

Topic  VI.  The  Organization  and  Administration  of  Part-time  Classes 47 

Topic  VII.         The  Individual  and  the  Course — Methods  of  Instruction  and 

Standards  of  Accomplishment 53 

Topic  VIII.        Vocational  Counsel  in  Part-time  Schools 57 

Topic  IX.           Part-time   Education   in   Industry — Organization   and  Admin- 
istration       65 

Topic  X.  Part-time  Education  in  Industry — Suggested  Causes 73 

Topic  XL  Part-time  Education  in  Agriculture 81 

Topic  XII.         Part-time  Education  in  Commerce — Organization  and  Admin- 
istration       88 

Topic  XIII.       Part-time  Education  in  Commerce — Suggested  Courses 96 

Topic  XIV.        Part-time  Education  in   Home   Economics — Organization   and 

Administration 106 

Topic  XV.  Part-time  Education  in  Home  Economics — Class  Organization 

and  Courses  of  Study 113 

Topic  XVI.        Citizenship  and  Health 122 

Appendix  I.        The  California  Part-time  Education  Law 129 

Appendix  II.      General  Articles  on  Part-time  Education 136 

Labor    and   the   Smith -Hughes    Vocational    Education    Law. 

Arthur  E.  Holder 136 

The  Field  for  Evening  and  Part-time  Vocational  Instruction. 

Dr.  John  Cummings 141 

The  New  Apprenticeship.     Dr.  John  Cummings 145 

The    Part-time,    Evening,    and    All-day    Vocational    School. 

James  P.  Monroe 149 

Appendix  III.    Articles    on    Organization    and    Administration    of    Part-time 

Education 154 

Administration    of    Compulsory    Part-time    Laws.     Lewis    H. 

Carris 154 

Railroad  Administration  Favors  Part-time  Education.     Arthur 
E.  Holder 167 

Printers   Agree   to   Student   Apprentices   as   New   Method   of 
Securing  High-grade  Help 170 


PAGE 

Appendix  IV.     Descriptions  of  Schools  and  Courses  of  Study 171 

West  Virginia's  Part-time  Schools  for  Coal  Miners 171 

Brief    Report    on    Commercial    Part-time    Classes.     Seth    B. 

Carkin 172 

Pennsylvania  Continuation  Schools.     M.  Claire  Snyder 177 

The  Dayton  Co-operative  Industrial  High  School.     K.  G.  Smith..  180 
Instruction  in  Vocational  Agriculture  in  Wood  County,  Wis- 
consin.    W.  S.  Welles 182 

The  Dayton  Part-time  Trade  Extension  School  for  Apprentices. 

C.  G.  Sharkey 185 

Type  Courses  for  Continuation  Schools  in  Commerce 187 


THE  USE  OF  THE  SYLLABUS 

This  syllabus  is  intended  primarily  for  the  use  of  those  enrolled 
in  the  short  courses  on  Part-time  Education  in  various  California 
cities,  conducted  by  the  School  of  Education  of  the  University  of 
California,  in  cooperation  with  the  State  Board  of  Education. 

The  short  course  is  to  be  offered  in  a  number  of  centers  in  prepara- 
tion for  carrying  out  the  provisions  of  the  new  Part-time  Education 
Act,  passed  by  the  State  Legislature  during  its  last  session. 

There  are  two  general  provisions  in  this  Part-time  Act.  One  con- 
cerns the  education,  on  a  day  part-time  basis  of  emploj'ed  minors  in 
civic,  general  education  and  vocational  subjects;  and  the  other  the 
education  on  an  evening  school  basis,  of  minors  under  21  years  of  age 
who  are  markedly  deficient  in  the  oral  and  written  use  of  the  English 
language. 

The  course  hereafter  outlined  covers  only  the  first  part  of  the  act 
which  relates  to  the  establishment  of  special  day  part-time  classes  for 
minors  under  18  years  of  age. 

The  syllabus  will  not  serve  as  a  text,  but  will  be  suggestive  in 
directing  the  thinking  of  those  who  are  interested  in,  or  responsible 
for  the  establishment  of  the  classes  which  must  be  organized  with  the 
beginning  of  the  school  year  1920-1921. 

Only  those  references  are  listed  which  bear  directly  upon  the  topics, 
and  which  are  readily  obtainable.  The  student  will  not  obtain  the 
maximum  of  value  from  the  course  if  he  does  not  read  all  the  refer- 
ences suggested  in  relation  to  each  topic.  Special  attention  is  called 
to  the  various  outlines  and  articles  reproduced  in  the  appendices. 

The  Foreword  prepared  by  Dr.  E.  R.  Snyder,  State  Commissioner 
of  Vocational  Education,  should  be  the  first  topic  for  the  discussion 
of  the  study  group,  as  it  opens  the  whole  field  of  part-time  education 
and  presents  the  point  of  view  of  the  State  Department  of  Education. 

Robert  J.  Leonard, 

Professor  of  Vocational  Education, 

University  of  California. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


FOREWORD 

This  introductory  foreword  to  the  Syllabus  on  Part-time  Educa- 
tion is  addressed  to  those  under  training  for  service  in  special  part-time 
classes,  in  order  to  express,  in  a  general  way,  the  spirit  and  purpose 
of  the  Act  which  becomes  effective  with  the  beginning  of  the  school 
year,  July,  1920. 

Part-time  education  is  continuation  education  conducted  during 
the  usual  working  hours  of  employed  youths. 

The  continuation  school,  as  originally  planned,  contemplated  pro- 
viding for  those  children  not  in  attendance  upon  the  regular  full-time 
schools,  a  preconceived  educational  content.  On  the  other  hand,  the 
part-time  school  contemplates  assisting  these  children  to  interpret 
their  experiences  gained  in  contact  with  the  everyday  affairs  of  life. 

It  is,  therefore,  not  contemplated  that  any  preconceived  uniform 
educational  content  shall  be  forced  upon  the  thousands  of  children 
who  will  be  brought  back  to  school  for  four  hours  of  instruction  per 
week  in  part-time  classes. 

It  should  be  the  aim  of  those  in  charge  of  the  administration  of  these 
classes  to  provide  for  each  child  the  best  possible  opportunity  for  him 
individually  to  make  up  the  educational  deficiencies  revealed  by  his 
out-of-school  experience. 


Act  Drawn  in  Interest  of  Children  and  Public 

The  compulsory  part-time  education  act  is  drawn  in  the  interest 
of  the  thousands  of  working  boys  and  girls  who  have  in  many  cases 
been  compelled  to  relinquish  the  privilege  of  completing  the  full-time 
high  school  course  so  freely  provided  for  them  by  a  generous  public. 

It  was  enacted  by  the  people  of  the  state,  because  they  realized  the 
danger  that  democracy  runs  in  permitting  these  children  to  pass 
through  the  most  critical  period  of  their  moral  development,  in  most 
cases  without  a  guiding  hand  competent  or  willing  to  give  them  the 
instruction  that  will  make  them  safe  for  themselves  and  for  democracy, 
and  make  democracy  safe  for  the  world. 

While  the  part-time  act  may  appear  to  some  to  be  autocratic  in 
its  compulsory  features,  which  would  impose  fines  upon  and  imprison 
parents  and  employers  who  violate  its  provisions,  it  is  in  reality, 
thoroughly  democratic  in  principle. 


8  introductory  course  on  part-time  education 

Part-time  Act  is  Democratic 

Most  people  will  agree  that  one  of  the  main  functions  of  democracy 
is  to  protect  the  weak.  In  this  instance,  the  children  at  work,  bur- 
dened at  too  early  an  age  with  the  responsibility  of  self-support  or  the 
support  of  others,  are  the  weak  whom  the  act  would  protect  from 
exploitation  by  individuals,  organizations,  or  economic  conditions.  In 
reality,  the  compulsory  part-time  education  act  is  a  manifestation  of 
democratic  government  at  its  best. 

Compulsory  Features  Aimed  at  Economic  Conditions 

Many  attempts  have  been  made  by  the  public  school  system  to 
establish  and  maintain  part-time  classes  upon  a  voluntary  basis  for 
the  training  of  boys  and  girls  already  engaged  in  productive  occupa- 
tions.   Invariably  these  attempts  have  failed  of  success. 

The  boy  or  girl  who  desires  instruction  supplementing  daily  em- 
ployment and  who  seeks  a  position  that  will  permit  him  to  reserve 
certain  hours  during  the  week  for  school  purposes  is  usually  informed 
that  his  services  are  not  desired,  for  the  employer  wishes  to  hire  only 
those  who  can  give  full  time  and  attention  to  the  work.  Thus  the  boy 
or  girl  that  would  volunteer  to  better  prepare  himself  for  life 's  duties 
is  in  unfair  competition  with  the  boy  or  girl  who  has  no  interest  in 
further  education. 

Large  concerns  have  at  various  times  attempted  to  maintain  part- 
time  schooling  of  a  liberal  character  for  their  junior  employees. 
Instead  of  benefitting  by  this  service,  such  employers  have  been  placed 
at  an  economic  disadvantage  when  compared  with  those  who  require 
the  full  measure  of  working  time  from  every  youth  employed  by  them. 
To  be  sure,  a  limited  amount  of  the  proper  education  will  in  the  long 
run  benefit  the  employer  as  well  as  the  employee,  but  so  long  as  the 
individual  has  complete  freedom  to  barter  his  services  in  any  market, 
the  employer  who  independently  attempts  to  set  up  an  education  that 
is  as  liberal  in  its  aims  as  the  general  continuation  educational  pro- 
gram should  be,  is  in  unfair  competition  with  the  employer  who  makes 
no  such  provisions.  The  compulsory  features  of  the  act  are  therefore 
primarily  aimed  at  economic  conditions  and  not  at  individuals. 

Public  Demand  for  Better  Citizenship  Brings  About  Legislation 

The  experience  of  the  country  while  passing  through  the  war 
resulted  in  a  powerful  social  consciousness  of  our  deficiencies  in  the 
matter  of  education  for  citizenship.     We  have  met  and  for  the  time 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  9 

vanquished  the  visible  enemy  of  democracy,  but  the  invisible  enemy 
still  remains. 

A  powerful  and  determined  movement  is  on  foot  to  destroy  all 
existing  government.  The  enemies  of  democratic  government  direct 
the  attention  of  the  prospective  convert  to  its  failures  to  protect  in 
all  cases  and  at  all  time,  the  interests  of  the  weak. 

Unconscious  of  the  real  ideals  of  democratic  government ;  unaware 
of  the  fact  that  the  ideals  of  democracy  are  ever  changing  and  that 
the  practice  of  democracy  can  never  reach  its  ideals  but  can  only 
gradually  approach  them  through  the  slow,  painful  process  of  experi- 
ence ;  unfamiliar  with  the  great  problem  involved  in  the  protection 
of  the  freedom  of  more  than  one  hundred  million  people,  a  large  part 
of  whom  reside  in  cities  that  count  population  by  hundreds  of 
thousands  or  by  millions,  and  the  remainder  of  whom  are  distributed 
over  the  mountains  and  plains  of  nearly  four  million  square  miles  of 
territory;  unskilled  in  that  logic  that  would  enable  him  to  expose  the 
fallacies  in  the  arguments  of  those  who  would  destroy  our  government 
because  it  has  in  the  past  been  unable  always  to  protect  the  weak  from 
exploitation,  it  is  little  wonder  that  the  average  citizen  who  perhaps 
has  himself  suffered  or  who  has  observed  the  sufferings  of  others  from 
wrong  and  injustice  and  oppression  inflicted  by  other  individuals,  or 
by  circumstances,  is  unable  to  locate  the  fallacies  in  the  arguments  of 
those  who  would  destroy  all  existing  government  and  thereby  unleash 
upon  society  the  hell-hounds  of  destruction. 

The  five-sixths  of  our  population  that  leave  school  before  complet- 
ing the  high  school  course,  and  especially  the  half  that  does  not 
complete  the  elementary  school  course  are  an  ever  ready  prey  for  those 
who  would  sow  the  seeds  of  social  destruction. 

At  the  age  of  from  sixteen  to  eighteen  the  average  individual  passes 
from  boyhood  or  girlhood  into  manhood  or  womanhood.  This  is  the 
period  in  which  the  ideals  and  the  habits  of  childhood  are  broken  down, 
or  transformed  into  the  ideals  and  habits  of  adulthood.  During  this 
period,  the  individual  ceases  to  think  and  act  as  a  child  and  begins 
to  think  and  act  as  an  adult.  It  is  the  period  during  which  the  char- 
acters of  many  are  inevitably  and  unchangeably  cast;  and  yet  we 
have  been  permitting  most  of  our  youth  of  this  age  to  drift  away  from 
the  school,  in  many  instances  to  make  their  adjustment  with  life  with- 
out parental,  religious,  or  other  social  guidance  or  control. 

Clearly,  the  underlying  and  most  important  purpose  of  part-time 
education  is  to  provide  for  this  group  social  guidance,  which  means 
guidance  into  the  duties  and  responsibilities  of  full  citizenship.  The 
duties  and  responsibilities  of  citizenship  are   inseparable  from   the 


10  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

duties  and  responsibilities  of  the  individual.  In  general,  that  which 
is  best  for  society  is  also  best  for  the  individual.  There  is,  therefore, 
no  real  distinction  between  moral  education  and  education  for  citizen- 
ship. 

The  Principal  Duties  of  Citizenship 

The  principal  duties  of  the  citizen  are  those  of: 

1.  Obeying  social  law  and  custom. 

2.  Developing  and  preserving  a  clean,  strong  body. 

3.  Producing  successfully  a  commodity  needed  by  society. 

4.  Being  prepared  and  willing  to  defend  the  society  of  which 

he  is  a  part. 

5.  Being  considerate  of  the  privileges  of  others  and  tolerant 

of  their  harmless  variations. 

6.  Being  a  real  democrat  in  ideal,  in  thought,  and  in  action. 

7.  Intelligently  exercising  the  franchise. 

8.  Being  willing  to  accept  public  office  if  he  is  offered  the  same 

and  can  perform  the  service  as  well  as,  or  better  than 
some  other  person. 

Analysis  op  Duties  op  Citizenship 

Education  for  complete  citizenship  must  therefore  include  training 
which  will  fit  the  individual  for  the  performance  of  all  of  these  duties. 
A  further  analysis  of  these  topics  leads  to  the  conclusion  that : 

I.  Education  for  obedience  includes : 

1.  The  securing  of  a  knowledge  of  the  common  laws  and  cus- 

toms with  which  the  individual  in  his  everyday  life  may 
come  into  contact  or  conflict. 

2.  The  establishing  of  habits  of  right  action. 

3.  The  establishing  of  ideals  of  right  action. 

4.  The  acquiring  of  a  knowledge  of  the  purpose  underlying 

each  law  and  each  custom. 

II.  Education  for  health  includes : 

1.  The  establishing  of  correct  health  habits. 

2.  The  avoidance  of  intemperance,  dissipation,  and  over-exer- 

tion. 

3.  The  regular  and  systematic  exercise  of  the  body. 

4.  The  establishing  of  an  ideal  of  bodily  perfection. 

5.  The  acquiring  of  such  knowledge  of  self  as  is  necessary  to 

achieve,  as  far  as  may  be,  this  ideal. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  11 

III.  Education  for  production  includes : 

1.  The  acquiring  of  a  knowledge  about  all  of  the  common  occu- 

pations. 

2.  The  securing  of  the  necessary  skill  to  become  a  successful  pro- 

ducer in  at  least  one  productive  occupation. 

3.  The  establishing  of  habits  of  industry. 

4.  The  establishing  of  proper  ideals  of  vocational  success. 

5.  The  securing  of  a  knowledge  of  the  place  and  importance  of 

productive  work  in  the  life  of  the  individual  and  the  state. 

IV.  Education  for  defense  includes : 

1.  The  developing  of  a  strong  physical  body  properly  trained 

to  assume  the  defense  of  society  from  the  objective  or 
visible  foe. 

2.  The  rationalization  of  the  ideals  and  the  purposes  of  democ- 

racy to  the  end  that  the  individual  may  know  and  appre- 
ciate the  facts ;  that  the  ideals  of  democracy  are  changing 
and  that  the  practice  of  democracy  can  never  catch  up 
with  its  ideals;  that  while  the  main  function  of  democ- 
racy is  to  protect  the  weak  from  exploitation,  it  has 
failed  in  many  specific  instances  in  doing  so;  that  the 
history  of  democracy  shows  that  the  weak  are  being  bet- 
ter protected  as  democracy  gains  more  experience;  that 
further  protection  of  the  weak  can  be  secured  only  by 
the  lawful  orderly  changing  of  the  democratic  govern- 
ment now  existing  and  that  the  destruction  of  govern- 
ment means  the  annihilation  of  civilization. 

V.  Education  for  tolerance  includes: 

1.  The  disabusing  of  the  mind  of  the  nation  that  individuals 

have  inalienable  rights,  and  the  securing  of  a  knowledge 
of  those  privileges  that  remain  to  the  individual. 

2.  The  securing  of  a  knowledge  of  the  social  principles  that 

limit  individual  privileges. 

3.  The  establishing  of  habits  of  action  based  upon  proper  con- 

sideration for  the  privileges  of  other  individuals  and 
other  organizations.    • 

4.  The  establishing  of  an  attitude  of  tolerance  toward  different 

beliefs  held  by  others. 

VI.  Education  for  personal  democracy  includes: 

1.  The  securing  of  a  knowledge  of  the  autocracies  which  tend 
to  break  down  the  spirit  of  democracy.  A  few  of  these 
are  birth,  wealth,  education,  religion,  sex,  occupation, 
and  position. 


12  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

2.  The  practice  of  a  democratic  attitude  toward  all  other  moral 

persons  regardless  of  their  birth,  wealth,  education,  re- 
ligion, sex,  occupation,  or  position;  and  toward  all 
legally  constituted,  moral,  democratic  institutions. 

3.  The  establishing  of  the  habit  of  looking  squarely  across  in- 

stead of  up  and  down  at  all  other  moral  persons. 

4.  Training  in  the  ability  to  distinguish  between   individual 

traits  that  have  no  bearing  upon  personal  democracy, 
and  individual  traits  that  are  enemies  of  personal  democ- 
ra,cy;  and  training  in  the  ability  to  avoid  them. 

VII.  Education  for  franchise  duty  includes : 

1.  The  securing  of  a  knowledge  of  the  fabric  of  democratic  gov- 

•    eminent. 

2.  The  securing  of  a  knowledge  of  the  duties  of  officers  of  the 

law. 

3.  The  securing  of  a  knowledge  of  the  human  traits  that  make 

for  the  highest  type  of  public  service. 

4.  The  securing  of  a  knowledge  of  the  non-political  institutions 

of  the  average  American  community,  with  some  informa- 
tion as  to  their  purposes  and  the  methods  of  their  admin- 
istration. 

5.  The  securing  of  a  realization  of  the  responsibility  of  exercis- 

ing the  franchise  or  any  other  duty  placed  upon  the 
individual  by  society. 

VIII.  Education  for  official  position  includes: 

1.  The  securing  of  a  detailed  knowledge  of  the  duties  and  re- 
sponsibilities of  the  office  which  the  individual  expects 
to  fill.     This  is  a  type  of  vocational  education. 


Relative  Importance  of  Citizenship  Duties 

It  is  the  function  of  the  part-time  class  to  provide  for  each  indi- 
vidual instruction  which  will  remove  any  deficiency  in  knowledge  of 
the  most  important  and  immediate  duties  of  citizenship.  In  general, 
these  duties  are  important  in  the  order  in  which  they  are  treated  above. 

In  providing  instruction  in  citizenship  in  the  past,  this  order  has 
been  almost  completely  reversed.  The  source  for  such  instruction  has 
been  largely  confined  to  history  and  civics.  These  subjects  place  em- 
phasis upon  the  fabric  of  government  and  the  duties  of  officers,  and 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  13 

when  functioning  contribute  largely  to  the  training  of  individuals  for 
official  service  or  for  franchise  duties.  While  these  duties  are  ex- 
tremely important,  they  are  of  secondary  importance  when  compared 
with  morals  and  economic  independence. 

While  intelligent  obedience  to  law  and  custom  is  of  most  impor- 
tance, health  education  is  next  in  importance.  These  two  topics  should 
occupy  the  bulk  of  the  time  of  a  recitation  period  covering  not  less 
than  forty  minutes  of  the  four  hours  per  week  of  required  attendance. 
During  this  period  all  of  the  other  general  duties  of  citizenship  should 
be  considered. 


Health  and  General  Citizenship  Instruction 

The  instruction  in  the  duties  and  responsibilities  of  citizenship  and 
in  the  control  of  health  conditions  should  include  the  supervision  of  the 
everyday  activities  of  the  pupils  in  all  matters  relating  to  their  moral 
and  physical  growth  and  development.  It  should  also  include  a  study 
of  the  reasons  underlying  right  moral  and  right  physical  action. 

The  study  of  the  social  purposes  underlying  law  and  custom,  and 
the  setting  up  of  ideals  for  the  control  of  choice  in  forming  proper 
habits  of  action,  can  be  secured  best  by  using  the  case  method  of 
instruction:  that  is,  by  having  the  pupils  discuss  the  pros  and  cons 
of  a  real  or  hypothetical  infringement  of  social  law  or  social  custom. 

While  ideals  of  action  dogmatically  given  will  in  some  instances 
function,  they  are  much  less  likely  to  do  so  than  ideals  established 
through  conscious  right  action  participated  in  by  the  pupil. 

This  participation  may  be  real  or  imaginary.  Real  participation 
is,  of  course,  most  effective.  This  may  be  secured  by  the  pupil  in 
his  everyday  life.  Imaginary  participation  may  be  brought  about 
through  fanciful  participation  in  the  action  of  real  or  fictitious  char- 
acters who  act  morally  upon  ethical  principle.  Biography  and  fiction 
offer  the  best  source  of  material  for  instruction  in  this  subject. 

For  this  purpose  short  stories  and  tales  of  incidents  in  real  life 
are  much  less  effective  than  complete  novels  and  biographies,  because 
the  life  of  the  child  must  be  merged  into  the  life  of  the  character  to 
be  imitated,  if  the  best  results  are  to  be  secured. 

The  school  recitation  period  in  this  subject  should  be  largely 
devoted  to  guiding  the  pupils  in  their  readings,  and  in  other  individual 
or  group  projects  in  citizenship. 


14  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Training  for  Successful  Production 

Next  in  importance  is  training  for  production  which  includes  the 
proper  choice  of  an  occupation  and  preliminary  training  in  that  occu- 
pation or  in  such  subjects  of  instruction  as  directly  supplement  it. 
Approximately  one-half  of  the  four  hours  per  week  of  the  school  time 
of  the  pupils  should  be  devoted  to  this  field  of  study  and  work. 

Training  for  an  occupation  should  include  a  study  about  occupa- 
tions. It  should  also  include,  for  pupils  who  have  already  entered 
upon  occupations  which  offer  opportunity  for  education  and  promo- 
tion, instruction  in  the  science,  mathematics,  drawing,  or  English 
supplementing  their  daily  work,  or  in  any  needed  process  in  winch 
opportunity  is  not  offered  by  their  work. 

For  pupils  engaged  in  non-educative  occupations,  a  course  should 
be  provided  which  will  expose  them  to  industrial,  trade,  commercial, 
and  agricultural  occupations.  This  exposure  should  be  partly  by 
participation,  partly  by  observation,  and  partly  by  descriptive  study. 
The  participation  should  be  upon  a  project  basis,  carried  on  at  the 
school  or  outside  of  school.  The  amount  of  time  that  can  be  devoted 
to  the  education  of  these  children  will  make  it  impossible  to  accom- 
plish much  unless  the  work  can  be  connected  up  with  outside  experi- 
ence and  outside  study. 

The  recitation  period  for  part-time  pupils  should  be  largely  a  clear- 
ing house  for  difficulties  met  in  individual  projects  conducted  outside 
of  school  hours.  For  pupils  of  this  class  the  laboratory  should  be 
more  a  place  of  demonstration  than  a  place  of  participation.  Par- 
ticipation in  home  economics,  agricultural,  industrial,  trade,  or  com- 
mercial projects  should  be  required  of  most  if  not  all  of  the  pupils. 


Relative  Value  of  Common  School  Branches 

The  part-time  act  by  emphasizing  literacy,  recognizes  the  value  of 
certain  of  the  common  school  branches.  The  speaking  of  the  language 
is  most  important  of  all.  Reading  is  of  next  importance.  Arithmetic 
is  of  third  importance,  and  written  composition,  including  penman- 
ship and  spelling,  is  of  fourth  importance.  These  are  important 
because  they  are  the  tool  subjects  essential  in  securing  and  manipulat- 
ing the  knowledge  necessary  to  enable  one  to  perform  his  duties  as  a 
citizen  producer. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  15 

However,  due  to  the  fact  that  the  individual  must  live  in  society, 
and  thus  maintain  social  contacts;  and  due  to  the  fact  that  he  must, 
if  he  is  to  be  economically  independent  become  a  successful  producer, 
too  much  time  cannot  be  devoted  to  the  common  branches  by  the 
majority  of  these  pupils.  Perhaps  in  most  of  these  cases  about  eighty 
minutes  per  week  would  be  the  correct  time. 

When  the  pupil  enters  a  school  for  part-time  work,  the  first  step 
should  be  to  establish  by  simple  test  his  knowledge  of  these  subjects. 
If  he  is  familiar  with  the  fundamental  processes  in  arithmetic  and 
if  he  can  get  an  accurate  sum,  difference,  product,  and  quotient,  if 
he  can  secure  the  thought  from  a  printed  page  written  in  simple, 
everyday  language,  and  if  he  can  write  legibly  and  spell  passably,  no 
further  work  should  be  expected  of  him  in  these  subjects. 

In  estimating  the  needs  of  these  pupils,  reading  for  thought  should 
not  be  confused  with  reading  for  expression.  The  latter  has  no  place 
in  the  part-time  class  save  for  the  exceptional  pupil  who  is  personally 
interested  in  this  subject  and  can  afford  to  give  the  time  to  it.  Spell- 
ing for  these  pupils  is  of  very  little  importance  when  compared  with 
reading,  or  when  compared  with  arithmetic.  While  written  compo- 
sition is  important,  again  its  importance  is  secondary  to  that  of  being 
able  to  read  intelligently.  For  the  exceptional  pupil  who  has  had  no 
opportunity  to  learn  the  common  branches,  it  might  be  desirable  to 
give  all  of  his  school  time  to  these  subjects.  For  the  pupil  who  has 
studied  them  for  years  in  the  elementary  school  without  much  success, 
they  should  be  given  only  in  connection  with  his  concrete  experiences. 
If  pressure  on  accomplishment  in  these  subjects  has  been  largely 
responsible  for  his  leaving  school  or  desiring  to  leave  school,  it  might 
be  well  to  omit  them  temporarily. 

If  a  child  has  demonstrated  his  inability  to  learn  to  spell  well,  or 
to  handle  adequately  the  fundamental  processes  in  arithmetic,  he 
should  not  be  worried  further  with  them.  It  should  be  held  in  mind, 
however,  that  children  that  have  found  it  impossible  to  advance  in 
these  studies  at  a  younger  age  may  have  developed  to  such  an  extent 
that  they  can  pursue  them  successfully  in  the  part-time  classes. 

The  handling  of  the  youth  in  the  part-time  class  is  an  individual 
matter.  The  teacher  in  charge  must  constantly  study  him  and  try 
to  provide  for  him  not  that  education  which  is  good  hut  that  educa- 
tion which  is  imperative,  if  he  is  to  become  a  self-supporting,  law- 
abiding  citizen. 


16  introductory  course  on  part-time  education 

Part-time  Pupils  Must  Be  Taught  as  Individuals 

Any  attempt  to  handle  a  non-selective  group  of  part-time  children 
in  a  single  class  by  the  class  method  will  fail.  In  the  larger  centers 
where  the  pupils  can  be  segregated  according  to  needs  ad  capacities, 
class  instruction  may  be  more  largely  used. 

The  part-time  act  provides  that  no  uniform  minimum  standard  of 
proficiency  may  be  required  of  the  pupils  attending  the  part-time 
classes.  This  is  undoubtedly  in  recognition  of  the  fact  that  part -time 
education  must  be  organized  on  the  principle  of  dealing  with  indi- 
viduals instead  of  classes. 

The  organization  of  the  content  of  the  subjects  of  instruction  and 
the  methods  usually  employed  in  the  full-time  schools  are  especially 
suited  to  that  group  of  pupils  capable  of  approaching  the  subjects 
of  instruction  in  a  more  or  less  abstract  manner. 

Upon  the  whole,  the  part-time  pupils  belong  to  the  concrete  minded 
group.  In  most  cases  they  have  withdrawn  from  the  regular  schools 
because  they  have  been  unable  to  make  satisfactory  progress  in  their 
work.  It  follows,  then,  that  the  content  of  education  and  the  method 
of  approach  in  instructing  these  part-time  pupils  must  be  different 
from  that  usually  employed  in  our  full-time  schools. 

We  must  also  bear  in  mind  that  we  have  but  four  hours  per  week 
to  devote  to  the  education  of  these  boys  and  girls  and  that  we  must 
therefore  confine  instruction  for  each  individual  to  those  subjects 
that  are  of  first  importance  to  his  preparation  for  the  duties  and 
responsibilities  of  citizenship. 


High  Schools  Have  Great  Responsibility  and  Opportunity 

The  act  provides  that  high  school  boards  must  provide  for  each 
pupil  individual  counsel  and  guidance  in  social  and  vocational  mat- 
ters. A  study  of  the  act  will  reveal  the  fact  that  responsibility  for 
the  employment  of  all  persons  between  sixteen  and  eighteen  years  of 
age  will  ultimately  rest  with  the  high  school  authorities.  This  means 
that  high  school  authorities  will  have  to  act  as  agents  for  the  employ- 
ment of  all  minors  under  eighteen  years  of  age. 

Heretofore,  school  authorities  have  been  made  responsible  for 
pupils  only  during  the  time  while  on  the  way  to  school,  while  in 
school,  and  while  on  the  way  home.  Under  the  part-time  act  high 
school  authorities  are  responsible  not  only  for  the  education  of  this 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  17 

great  group  of  children  but  also  for  the  conditions  under  which  they 
accept  employment. 

The  people  of  the  State  of  California  have  placed  upon  high  school 
authorities  a  great  duty  and  a  great  responsibility;  at  the  same  time, 
they  have  opened  up  to  them  a  wonderful  opportunity  for  human 
service. 

In  concluding  this  statement  to  teachers  under  training,  I  can  do 
no  better  than  quote  from  Section  4  of  the  part-time  act :  "  It  shall  be 
the  duty  of  the  local  school  authorities  to  provide  so  far  as  possible 
through  the  classes  established  under  Section  1  of  this  act  educational 
opportunities  which  shall  be  suitable  for  the  different  needs  of  the 
various  persons  attending  them." 

E.  R.  Snyder, 

State  Commissioner  of  Vocational  Education. 

State  Board  of  Education, 
Sacramento,  California. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  19 


Topic  I 

THE  BACKGROUND   OF   COMPULSORY  PART-TIME 

EDUCATION  ACTS 

Prepared  by  E.  J.  Leonard,  Professor  of  Vocational  Education,  University 

of  California 

In  connection  with  this  topic  read  "Labor  and  Smith-Hughes  Vocational 
Education  Law, ' '  by  Arthur  E.  Holder,  Appendix  II,  and  ' '  The  Part-time,  Even- 
ing and  All-Day  Vocational  School, ' '  by  James  P.  Monroe,  Appendix  II. 

I.  Principle  Upon  Which   Compulsory  Part-time  Legislation   Has 
Been  Enacted : 

1.  The  compulsory  part-time  education  acts  in  this  country  are 

based  upon  the  established  principle  that  the  state  has 
an  inherent  obligation  to  extend  its  wardship  over  youths 
after  they  have  left  school  and  entered  upon  employment 
and  until  they  have  reached  the  age  of  maturity. 

2.  The  state  extends  this  wardship  over  youths  in  order  that 

the  interests  and  welfare  of  the  individual,  as  well  as 
society  may  be  adequately  conserved. 

Questions  : 

1.  Why  should  the  state  be  concerned  with  the  welfare  and 

education  of  youths  after  they  have  left  the  public 
schools  and  become  wage  earners  ? 

2.  What  specific  interests  of  employed  youths  should  be  con- 

served ? 

3.  What  are  the  interests  of  society  which  should  be  conserved 

by  state  wardship  over  working  minors? 

II.  The  Origin  and  Development  of  the  Idea  of  State  Wardship 
Over  Employed  Youths. 
1.  From  the  very  beginning  of  our  colonial  life  to  the  present, 
as  a  people,  we  have  always  held  to  the  idea  that  it  is 
the  function  and  duty  of  the  state  to  control  all  basic 
aspects  of  the  employment  and  education  of  youths,  to 
the  end  that  they  may  be  efficient  members  of  society 
from  a  vocational  as  well  as  civic  and  social  point  of 
view. 


20  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

2.  The  burden  of  accomplishing  these  ends  has  been  shifted 

from  one  agency  to  another  during  various  stages  of  our 
national  development,  and  the  vision  of  the  ideal  itself 
has  at  times  been  relegated  to  the  background,  but  it  has 
never  been  lost. 

3.  The   present   compulsory  part-time   acts   now   in   effect   in 

fourteen  states  give  promise  as  a  practical  means  of 
accomplishing  the  results  which  we  have  always  desired. 

4.  There  have  been  three  distinct  stages  in  the  development  of 

the  idea  of  compulsory  part-time  education  as  we  now 
know  it:  (a)  colonial  apprenticeship;  (6)  state  consti- 
tutional provisions;  and  (c)  permissive  part-time  educa- 
tional acts. 

A.  Colonial  Apprenticeship. 

1.  On  the  continent,  the  gild  was  usually  the  administering 

agency  for  the  control  of  apprenticeship.  It  consisted 
of  the  master,  the  journeyman  and  the  apprentice.  In 
the  American  colonies,  the  Selectmen  of  the  colony  en- 
forced the  agreement  of  apprenticeship. 

2.  The  apprenticeship  agreement  required  that  the  master  was 

to  teach  the  indentured  apprentice  the  ' '  art  and  mystery 
of  the  craft,"  religion  and  colonial  laws,  and  reading, 
writing  and  arithmetic,  up  to  and  including  the  Rule 
of  Three.  The  instruction  in  the  three  R  's  could  be  given 
by  the  master  himself  in  day  part-time  and  evening 
school  classes. 

3.  In  Massachusetts  the  General  Court  order,  1642,  required 

all  parents  and  masters  "to  teach  their  children  and 
apprentices  to  read  and  understand  the  precepts  of 
religion  and  the  capital  laws  of  the  country  and  to  give 
them  training  in  employments  which  would  be  profitable 
to  themselves  and  the  Commonwealth."  If  the  parents 
or  masters  failed  to  obey,  the  Selectmen  took  the  chil- 
dren or  apprentices  from  them  and  bound  them  out  to 
persons  who  would  obey  the  law. 

4.  Similar  laws  were   enacted   in  Pennsylvania,    Connecticut, 

Rhode  Island  and  New  York. 

5.  In  many  of  the  apprenticeship  indentures  in  Philadelphia 

in  the  years  1771-1773  provisions  for  the  apprentices 

to  attend  either  day  or  evening  schools  or  both,  are  often 

included.     The  time  allowed  for  schooling  varied  with 

.     the  craft  and  the  individual.    "Roughly,  the  time  bore 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  21 

a  ratio  to  the  term  of  the  apprenticeship.  But  the  school- 
ing- given  ran  as  low  as  three  months  of  evening  school- 
ing out  of  a  term  of  indenture  of  67  months.  The  time 
for  the  schooling  of  a  painter  and  glazier,  for  instance, 
was  18  months  out  of  a  period  of  72  months." 

6.  The  expense  of  schooling  was  usually  borne  by  the  master, 

although  there  are  cases  where  it  was  shared  by  the 
parent  or  guardian,  and  other  cases  when  the  apprentice 
was  merely  allowed  the  time  to  go  to  school. 

7.  State  controlled  apprenticeship  in  the  Colonial  Period  was 

therefore  the  first  step  in  developing  the  present  concept 
of  compulsory  part-time  education. 

Eeferences 
Seyboalt,  R.  F.,  Apprenticeship  and  Apprenticeship  Education  in  Colonial 

New  England  and  New  York. 
Vocational  Summary,  issue  of  March,  1919,  page  12,  Article,  "Part-time 

Instruction  not  New. ' ' 

B.  State  Constitutional  Provisions. 

1.  In  every  state  constitution  but  one  now  in  effect,  provisions 

are  made  for  the  indentureship  of  minors,  males  under 
21  years  of  age  and  females  under  18  years  of  age,  who 
are  indigent,  orphans  or  abandoned,  etc. 

2.  Under  these  constitutional  provisions  the  master  is  usually 

charged  with  the  duty  of  causing  the  apprentice  to  be 
taught  reading,  writing,  and  the  ground  rules  of  arith- 
metic, including  ratio  and  proportion,  and  of  giving 
him  the  requisite  instruction  in  the  different  branches 
of  the  trade. 

3.  Although  designed  primarily  for  the  protection  of  orphans, 

and  although  these  constitutional  provisions  have  never 
been  effective,  they  are  a  significant  expression  of  the 
idea  of  the  State's  right  to  regulate  employment  and 
provide  the  necessary  education  for  minors  over  14  years 
of  age. 

Reference 
Labor  Laws  of  the  United  States,  pages  9-29,  Bureau  of  Labor  Statistics, 
Number  148. 

4.  Other  state  Acts  which  have  constributed  to  the  clarifying 

of  the  State's  right  over  minors  are:  (a)  Compulsory 
Education  Acts;  (&)  Acts  regulating  the  issuance  of 
work  permits;  (c)  Acts  forbidding  employment  of 
minors  in  certain  occupations;  (d)  Acts  regulating 
wages,  hours  and  labor  and  conditions  of  employment. 


22  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

C.  Permissive  Part-time  Educational  Acts. 

1.  The  permissive  part-time  Educational  Acts  were  the  direct 

forerunners  of  compulsory  part-time  acts. 

2.  These  acts  were  significant,  not  because  of  the  accomplish- 

ments which  they  brought  about,  but  because  they 
authorized  public  school  Boards  of  Education  to  estab- 
lish part-time  classes  for  employed  minors  and  others, 
and,  in  some  cases  required  attendance  upon  such  part- 
time  classes  as  were  established,  and  set  aside  special 
funds  for  maintenance. 

3.  When  attendance  upon  the   established   part-time   class  is 

required  of  employed  minors,  the  act  becomes  a  per- 
missive-mandatory act;  permissive,  in  that  a  Board  of 
Education  may  establish  the  class,  and  mandatory  in 
that  attendance  is  required,  under  certain  conditions, 
when  the  class  is  established. 

4.  California  some  years  ago  passed  a  permissive  part-time  act, 

with  no  element  of  compulsion. 

5.  The  Indiana  Act  is  an  excellent  example  of  the  permissive- 

mandatory  type.  The  salient  features  of  this  Act  here 
follow : 

"That  the  acts  may  go  on  together,  vocational  schools 
and  departments  for  industrial,  agricultural  and  domes- 
tic science  education  may  offer  instruction  in  day,  part- 
time  and  evening  classes.  Attendance  upon  such  day 
or  part-time  classes  shall  be  restricted  to  persons  over 
14  and  under  21  years  of  age. 

"In  case  the  Board  of  Education  or  township  trus- 
tee of  any  city,  town  or  township  shall  have  established 
approved  vocational  schools  for  the  instruction  of  youths 
over  14  years  of  age  who  are  engaged  in  regular  employ- 
ment, in  part-time  classes,  and  had  formerly  accepted 
the  provisions  of  this  section,  such  Board  of  Trustees  are 
authorized  to  require  all  youths  between  the  ages  of  14 
and  17  years  who  are  regularly  employed,  to  attend 
school  not  less  than  five  hours  per  week  between  the 
hours  of  8  a.m.  to  5  p.m.  during  the  school  term." 

6.  Such  acts  have  been  entirely  inadequate  in  establishing  part- 

time  schools,  but  perhaps  a  necessary  step  in  leading  to 
the  passage  of  compulsory  acts  such  as  California  has 
just  enacted  and  which  gives  the  local  Board  of  Educa- 
tion no  option,  except  when  the  unit  of  attendance  is 
too  small  to  be  practical,  in  establishing  the  class,  and  the 
youth  no  option  as  to  whether  or  not  he  will  attend, 
except  in  cases  of  disability,  etc. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  23 


Topic  II 

THE   SIGNIFICANCE   AND  NEED  FOR  PART-TIME 

EDUCATION 

Prepared  by  R.  J.  Leonard,  Professor  of  Vocational  Education,  University 

of  California 

In  connection  with  this  topic  read,  "Labor  and  Smith-Hughes  Vocational 
Education  Law,"  by  Arthur  E.  Holder;  "The  Field  for  Evening  and  Part-time 
Vocational  Instruction,"  by  Dr.  John  Cummings;  "The  New  Apprenticeship," 
by  Dr.  John  Cummings;  and  "The  Part-time  Evening  and  All-day  Vocational 
School,"  by  James  P.  Monroe,  all  in  Appendix  II. 

The  need  for  part-time  education  must  be  great  to  justify  the 
provisions  of  the  Federal  Smith-Hughes  Act  making  available  to  the 
states  large  sums  of  money  for  part-time  classes,  and  to  justify  the 
passage  of  compulsory  acts  in  fourteen  states  of  the  Union.  Under 
Topic  I,  the  idea  that  the  state  has  an  inherent  obligation  to  extend 
its  wardship  over  employed  youths  by  enacting  compulsory  part-time 
legislation  is  developed.  Under  this  topic  the  needs  for,  and  signifi- 
cance of,  part-time  education  will  be  considered.  The  material  is 
grouped  under  three  main  headings :  I.  The  Social  Justification ;  II. 
The  Economic  Justification;  and  III.  The  Educational  Justification. 

I.  The  Social  Justification. 

1.  The  perpetuation  of  a  democracy  depends  in  a  large  measure 
upon  the  education  and  training  of  its  component  mem- 
bers. 

a.  All  must  have  a  socialized  philosophy  so  that  individuals 

and  groups  of  individuals,  may  be  brought  to  see 
that  the  welfare  of  the  nation  as  a  whole  is  of  para- 
mount importance  and  that  this  objective  is  consis- 
tent with  the  best  interests  of  all  individuals.  This 
implies  universal  education  for  citizenship. 

b.  All  must  be  vocationally  fit,  on  some  level,  so  as  to  make 

possible  the  obtaining  of  a  living  wage  and  the  real- 
ization of  individual  interests,  ambitions,  and  poten- 
tial powers,  and  to  contribute  their  share  of  the 
world's  work.     This  implies  education  for  vocation. 

c.  All  must  be  physically  fit  so  as  to  be  able  to  perform 

duties  related  to  occupation  home  and  civic  group. 
This  implies  education  for  health. 


24  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

2.  The  three  types  of  education  mentioned  which  may  be  re- 

garded as  the  minimum  essentials  for  citizens  in  a 
democracy  must,  in  the  great  majority  of  cases,  be 
obtained  during  the  highly  impressionable  and  usually 
wasted  years  of  becoming  maturity,  between  the  ages  of 
14  to  18. 

3.  Considering  the  fact  that  in  the  United  States  as  a  whole,  it 

is  estimated  that  in  1918  one  out  of  every  four  youths 
14  and  15  years  of  age,  and  four  out  of  every  five  youths 
16  and  17  and  18  years  of  age  were  not  attending  school, 
but  working  for  wages,  it  becomes  evident  that  educa- 
tion for  obtaining  the  three  ends  mentioned,  to  meet  the 
masses,  must  be  on  a  part-time  basis. 

4.  Some  of  the  more  detailed  implications  justifying  part-time 

education  as  a  means  of  promoting  interests  of  universal 
concern  are : 

a.  Every  employed  youth   is  a  potential  citizen,   and  the 

control  of  the  nation  ten  or  fifteen  years  hence  will 
be  shifted  to  the  group  of  the  youths  now  employed, 
who  are  under  twenty  years  of  age.  "Will  they  be 
able  to  carry  these  burdens  adequately  with  less  than 
an  elementary  education  and  little  training  for  civic 
or  vocational  responsibilities? 

b.  Work  and  working  are  the  great  socializing  agents  in  a 

democracy.  "Work  is  the  badge  of  citizenship.  Edu- 
cation for  work  is  now  more  important  than  ever 
before. 

c.  The  untrained  worker  is  a  social  menace  as  he  is  likely 

to  become  a  casual  employee,  and  ultimately  one  of 
the  army  of  unemployables. 

d.  The  bringing  about  of  a  more  perfect  industrial  democ- 

racy may  be  hastened  by  part-time  education  because 
of  the  necessity  of  cooperation  implied  between  the 
worker,  the  employer,  and  the  state  through  the 
school. 

e.  An  adequate  wage  for  all  workers  is  one  prerequisite 

for  social  rest,  cooperative  citizenship,  and  individual 
and  community  health.  Training  for  vocation  is  one 
factor  in  obtaining  an  adequate  living  and  the  assur- 
ance of  continuous  employment.  The  untrained 
worker  is  "laid  off"  first. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  25 

Questions  : 

1.  What  conditions  in  your  community  illustrate  the  need  for 

part-time  education? 

2.  What  steps  might  be  taken  to  acquaint  employers  and  par- 

ents with  its  value? 

Eeferences 

The  Vocational  Summary,  December,  1918,  article,  "The  New  Apprentice- 
ship," by  Dr.  John  Cummings.     (See  Appendix  II,  page  145.) 

Bulletin  Number  19,  Federal  Board  for  Nocational  Education,  ' '  Part-time 
Education,"  pages  7-10. 

Eeport  of  the  Commission  on  National  Aid  to  Vocational  Education,  Vol- 
ume 1,  pages  95-97. 

II.  The  Economic  Need  and  Justification. 

1.  The  lines  of  prophecy  of  William  Watson  in  his  "Coronation 

Ode"  of  1902  are  fraught  with  significance  for  this 
country,  for  among  the  nations,  like  individuals,  survival 
and  prosperity  are  now  contingent  upon  intelligent  use 
of  natural  resources,  and  the  proper  training  of  workers. 

"Time  and  ocean  and  some  fostering  star 
In  high  cabal  have  made  us  what  we  are. 

But  now  the  race  is  unto  them  that  know 
And  not  henceforth  she  stumbles  on  the  prize ; 
And  yonder  march  the  nations  full  of  eyes. 
Already  is  doom  a-spinning,  if  unstirred 
In  leisure  hour,  and  overmuch 
Recline  upon  achievement,  and  be  slow 
To  take  the  world  arriving." 

Decreasing  natural  resources,  increasing  competition  and 
the  adoption  of  vocational  training  schemes  by  other 
nations  to  produce  efficient  workers,  will  force  us  to 
project  plans  for  universal  vocational  education. 

2.  It  will  be  noted  from  the  following  table  that  for  the  nation 

as  a  whole  the  great  majority  of  youths  between  14  and 
18  are  not  attending  school,  but  are  working  for  wages. 

1918 

Total  number  of  youths  14  and  15  years  of  age 3,950,000 

Total  number  not  in  school   (majority  at  work) 990,000 

Total  number  of  youths  16,  17  and  18  years  of  age  ....  6,300,000 
Total  number  not  in  school  (majority  at  work) 4,030,000 

a.  About  2,000,000  youths  in  the  United  States  annually 
arrive  at  any  given  age  from  14  to  18  years  of  age, 


26  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

and  the  great  majority  of  this  number  of  16,  17  and 
18  years  of  age,  enter  productive  employment  on  the 
"  farms,  in  stores,  shops  and  factories.    Most  of  these 
are  untrained  and  therefore  vastly  below  their  poten- 
tialities as  producers.     The  waste  involved,  though 
unmeasured  as  yet,  is  tremendous. 
b.  Only  through  a  scheme  of  part-time  education  will  it  be 
possible  for  the  majority  to  obtain  any  training  for 
•     vocation. 

3.  The   economic   loss,   not  to  mention   other  losses   far  more 

serious,  incident  to  youths  selecting  employment  not 
suited  to  their  needs,  to  frequent  changes  in  jobs,  and 
to  idleness  between  jobs,  is  tremendous.  One  result  of 
an  adequate  scheme  of  part-time  education  would  be  to 
stabilize  juvenile  employment,  by  helping  youths  find 
their  vocational  level  and  to  train  them  for  vocations 
thus  selected. 

4.  Part-time  education  seems  to  offer  the  only  practical  solution 

to  training  and  promotional  problems  in  stores,  shops 
and  factories. 

a.  It  has  been  noted  that  when  youths  are  excused  from 

work  for  part  of  the  week  to  attend  school  it  results 
in  an  increase  in  their  production,  not  a  decrease. 

b.  "Training   men   instead   of   stealing   them   from   other 

establishments"  is  a  more  economic  means. 

c.  The  proposed  plan  for  training  men  for  the  railroads  is 

on  a  part-time  basis  (Vocational  Summary,  Septem- 
ber, 1919,  page  90). 

d.  Workers  of  promotional  capacity  may  be  developed  by 

part-time  education. 

e.  Part-time  education  is  the  only  means  now  available  to 

accomplish  results  formerly  achieved  through  appren- 
ticeship. 
Questions  : 

1.  In  what  kinds  of  occupations  are  unskilled  youths  employed  ? 
.   2.  Are  untrained  beginners  wanted  by  employers? 

Beferences 
Bulletin  Number  19,  Federal  Board  for  Vocational  Education,  ' '  Part-time 

Trade  and  Industrial  Education,"  pages  7-16. 
Keport  of  Commission  on  National  Aid  to  Vocational  Education,  Volume  1, 

page  97. 
Eeport   of  Minneapolis   Survey,   chapter  on  Apprenticeship. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  27 

III.  Educational  Significance  and  Need. 

1.  The  success  of  the  educational  process  is  conditioned  in  a 

large  measure  upon  instruction  being  adapted  to  domi- 
nant interests.  With  children  these  relate  to  play,  while 
the  dominant  interests  of  youth  relate  to  work,  vocation 
and  desire  to  earn  money.  Through  a  scheme  of  part- 
time  education  where  the  youth  works  part  of  the  time 
and  attends  school  part  of  the  time,  the  educative  process 
may  be  made  effective  by  capitalizing  upon  the  desire 
to  work. 

2.  The  years  of  14  to  20  are  highly  acquisitional  in  character, 

and  it  is  during  this  period  that  education  may  make  its 
greatest  contribution  to  individual  development. 
2.  The  school  offers  the  only  solution  for  providing  means  of 
education  for  employed  youths. 

"Industry  is  organized  to  produce  commodities,  not 

to  train  workers." 
"Production  is  the  big  word  in  most  industrial  estab- 
lishments.    However  promising  a  boy  might  be, 
the  world  will  not  long  be  satisfied  with  promises ; 
he  must  produce  goods." 
"The  shop  was  called  into  being  to  produce  needed 
commodities     and     it    must    fulfill     its    mission 
efficiently  or  die." 
"Whatever  else  the  boy  may  be  or  do,  or  may  not  do 
or  be,  he  must  produce  his  expected  share  of  the 
shop's  grist." 
"It  is  'output'  or  'put  out.'  " 

4.  The  shop  and  store  may  provide  opportunities  for  obtaining 

certain  skill  and  trade  knowledge,  but  the  knowledge  of 
related  subjects  essential  for  vocational  efficiency  can- 
not, in  the  majority  of  cases,  be  obtained  elsewhere  than 
in  the  school. 

5.  A  great  majority  of  youths  leave  school  because  they  find  it 

uninteresting  and  that  continued  attendance  would  net 
little  in  the  way  of  monetary  returns.  Upon  entering 
the  shop,  store,  farm  or  factory,  they  realize  the  neces- 
sity for  further  schooling.  For  such,  the  part-time 
school  is  the  only  hope. 

6.  The  part-time  school  may  be  a  means  by  which  the  youth 

may  capitalize  upon  his  previous  schooling. 


28  INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION 

"Emlpoyer,  employee  and  educator  alike  have  come 
to  know  that  many  pupils  who  leave  the  public 
schools  at  an  early  age  never  realize  the  relation- 
ship between  the  knowledge  gained  in  school  and 
the  practices  of  the  occupation." 

"A  few  hours  instruction  each  week  in  related  tech- 
nical work,  personal  hygiene,  shop  and  home 
sanitation,  and  civics  (in  relation  to  daily  prob- 
lems), builds  a  tangible  superstructure  upon  pre- 
vious schooling  which  becomes  a  bond  between  the 
school,  the  shop  and  state." 

7.  The  school  is  the  state  at  its  best,  and  may  be  of  most  value 

to  the  majority  of  youths  after  they  have  left  it  to  go  to 
work.  For  such,  its  value  may  be  restored  on  a  part- 
time  basis. 

8.  Those  who  have  lost  their  connection  with  the  school  will  have 

this  means  of  reestablishing  it. 

Question: 

1.  How  can  the  part-time  school  be  made  to  take  the  place  of 
the  apprenticeship  system  ? 

References 

Vocational  Summary,  December,  1918,  article,  "The  New  Apprenticeship." 
(See  Appendix  II,  page  145.) 

Bulletin   No.    19,   Federal   Board   for    Vocational   Education,    "Part-time 
Education,"  pages  9-11. 

Vocational  Summary,  March,  1919,  article,  "Part-time  Evening  and  All- 
day  Vocational  School."     (See  Appendix  II,  page  149.) 
Lapp,  Learning  to  Earn,  chapter  on  ' '  Part-time  Education. ' ' 

Robbins,  The  School  as  a  Social  Institution,  chapter,  ' '  Organization  as  a 
Social  Problem." 


INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION  29 

Topic  III 

THE  PROVISIONS  OF  THE  SMITH-HUGES  ACT  AND  THE 

CALIFORNIA  ACT  FOR  ESTABLISHING 

PART-TIME  SCHOOLS 

Prepared  by  Mrs.   Bessie  Eogers   Bartlett 

In  connection  with  this  topic,  read  the  ' '  California  Part-time  Education  Law, ' ' 
Appendix  I. 

The  California  Act  should  be  considered  in  its  setting  in  relation 
to  similar  acts  in  other  states  and  to  Federal  legislation. 

I.  Laws  for  Part-time  Education  in  the  United  States. 

1.  In  1911  Wisconsin  passed  a  compulsory  part-time  education 

act,  which  has  since  been  amended  so  that  now  all  youths 
between  the  ages  of  14  and  17  must  either  attend  an 
all-day  school,  or  be  regularly  employed  and  in  attend- 
ance upon  a  continuation  school  for  eight  hours  per  week 
for  eight  months  per  year. 

2.  Massachusetts  by  legislation  in  1911,  and  amended  in  1913, 

provides  that  the  school  committee  may  establish  con- 
tinuation schools  for  youths  between  the  ages  of  14  and 
16  who  are  employed,  and  that  Local  Boards  may  compel 
the  attendance  of  youths  upon  such  schools.  This  law 
is  of  the  permissive-mandatory  type. 

3.  The  first  real   compulsory   continuation   school   act   in   the 

country  was  passed  by  Pennsylvania  in  1915,  known  as 
the  Cox  Child  Labor  Act.  The  law  provides  for  the 
attendance  upon  a  part-time  school  for  8  hours  per  week 
of  all  youths  between  14  and  16  years  of  age  having 
work  permits,  with  the  exception  of  those  in  farm  and 
domestic  service.  It  compels  Boards  of  Education  to 
establish  such  schools  where  20  or  more  minors  coming 
under  the  Act  are  living. 

4.  New  York  State  in  1910  (amended  in  1913  and  1919),  Ohio 

in  1913,  and  Indiana  in  1916  enacted  part-time  laws,  all 
of  the  permissive,  or  permissive-mandatory  type. 

5.  Fourteen  other  states,  including  New  York,  enacted  part- 

•  time  education  laws  in  1919.  In  the  main  these  laws 
are  of  the  compulsory  type,  although  in  one  or  two 
states  actual  compulsion  may  be  avoided. 


30 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 


The   following-   tabular  statement   shows  the   conditions   in 
these  fourteen  states  with  reference  to : 

(1)  Minimum  number  of  minors  required  to  estab- 

lish part-time  classes. 

(2)  Ages  of  required  attendance. 

(3)  Hours  a  week  required  attendance. 

(4)  Length  of  school  year. 

classes. 


(5) 


Time  for  holding 


States 

Minimum 
number  of 

minors 

required  to 

establish 

classes 

(2) 

Age  of 

required 

attendance 

(3) 

Hours  a 

week  of 

required 

attendance 

(4) 
Length  of 
school  year 

(5) 

Time  for 
holding 

classes 

Arizona 

15 

14-16 

5 

150   hours 

8  A.M.-6  P.M. 

Iowa 

15 

14-16 

8 

Same  as  public  schools 

8  A.M.-6  P.M. 

Montana 

15 

14-18 

4 

Same  as  public  schools 

8  A.M.-6  P.M. 

Nebraska 

15 
15 

14-16 
14-18 

8 
4 

144  hours 

Same  as  public  schools 

Nevada 

8  A.M.-6  P.M. 

New  Jersey 

20 

14-16 

6 

36  weeks 

• 

8  A.M.-5  P.M. 

except  Sat. 
and  Sunday 

New  Mexico 

15 

14-16 

5 

150  hours 

8  A.M.-6  P.M. 

New  York 

201 

14-18 

4-8 

Same  as  public  schools 

8  A.M.-5  P.M. 

regular 
school  days 

Oklahoma 

20 
152 

16-18 
14-18 

5 

144  hours 

Same  as  public  schools 

Oregon 

8  A.M.-6  P.M. 

Utah 

15 

16-18 

4 

144  hours 

8  A.M.-6  P.M. 

Washington- 

1       15 

14-18 

4 

Same  as  public  schools 

8  A.M.-5  P.M. 

on  school 
days;  8  a.m. 
-12:30  p.m. 
on   Satur- 
days 

California4 

12 

16-18 

4 

Same  as  public  schools 

8  A.M.-5  P.M. 

Missouri 

25 

14-16 

4 

Same  as  public  schools 

1  Establishment  required  only  in  cities  of  over  5000  popidation. 

2  Attendance  upon  evening  school  may  be  substituted. 

3  Districts  may  organize  schools  upon  written  request  of  25  residents. 

4  High  school  districts  having  50  or  more  pupils  must  establish  part-time  classes. 

References 
Vocational  Summary,  June,  1919,  pages  21-24. 
Bulletin  Number  19,  Federal  Board  for  Vocational  Education. 

II.  The  Smith-Hughes  Act. 

1.  The  Smith-Hughes  Act  was  passed  February  23,  1917,  and 
is  the  first  act  setting  aside  Federal  funds  for  education 
of  any  kind  of  less  than  college  grade. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  31 

2.  The  act  is  designed  to  promote  vocational  education  of  less 

than  college  grade  in 

a.  Agriculture, 

b.  Trades  and  industries, 

c.  Home  economics, 

through  the  establishment  of  all-day,  part-time  and  even- 
ing schools  and  classes,  and  teacher  training  centers  for 
these  three  fields. 

3.  It  is  a  promotional  act,  so  does  not  automatically  become 

effective  in  a  state,  without  the  acceptance  of  its  pro- 
visions by  the  State  Legislature.  All  of  the  states  of  the 
Union  have  accepted  this  act,  California  in  1917. 

4.  Under  the  terms  of  the  act,  Federal  grants  of  money  begin 

with  relatively  small  sums  in  1917-18  and  increase  an- 
nually to  1925-1926.  These  sums  are  available  to  the 
states  for  reimbursement  for  vocational  education  estab- 
lished under  the  terms  of  the  law.  The  sums  available 
under  the  Federal  Act  for  the  country  as  a  whole,  on 
and  after  1925-1926,  for  each  of  the  following  purposes 
are: 

a.  Agricultural  education $3,000,000 

b.  Trade  and  industrial  and  home  eco- 

nomics education  3,000,000 

c.  Training  teachers  in :  (a)  agriculture, 

(6)     trades     and    industries,     (c) 

home  economics  1,000,000 

Total $7,000,000 

As  each  state  must  duplicate  the  Federal  fund  which 
it  may  receive,  at  least  twice  this  amount  will  be  spent 
annually  for  vocational  education.  Funds  are  available 
to  the  states  on  a  pro-ratio  basis  of  the  ratio  of  the  state 
population  to  the  country  as  a  whole. 

The  estimated  lump  sum  available  to  California  from 
the  Federal  grants  for  all  purposes  are : 

Federal  State 


sources 


sources  Total 


1919-20 $  76,497.37  $  76,497.37  $152,994.74 

1920-21 92,379.70  92,379.70  184,758.40 

1921-22 105,665.62  105,665.62  211,331.24 

1922-23 118,952.54  118,952.54  237,905.08 

1923-24 132,239.46  132,239.46  264,478.92 

1924-25 158,813.30  158,813.30  317,626.60 

1925-26  and  annually  thereafter  185,387.14  185,387.14  370,774.28 


32  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

5.  In  relation  to  part-time  education,  the  Smith-Hughes  Act 

states  that  "at  least  one-third  of  the  sum  appropriated 
to  any  state  for  salaries  of  teachers  of  trade,  home 
economics,  and  industrial  subject  shall,  if  expended,  be 
applied  to  part-time  schools  or  classes  for  workers  over 
14  years  who  have  entered  upon  employment,  and  such 
subjects  in  a  part-time  school  or  class  may  mean  any 
subjects  given  to  enlarge  the  civic  or  vocational  intelli- 
gence of  such  workers  over  14  and  less  than  18  years  of 
age ;  that  such  part-time  schools  or  classes  shall  provide 
for  not  less  than  one  hundred  and  forty-four  hours  of 
classroom  instruction  per  year." 

6.  The  California  State  Board  of  Education  has  indicated  in 

detail  how  part-time  classes  in  the  trades  and  industries, 
home  economics  and  general  continuation  work  must  be 
organized  to  receive  Federal  and  State  funds.  These 
requirements  are  found  in  State  Board  of  Education 
Bulletin  No.  23,  copies  of  which  may  be  obtained  by 
sending  to  the  State  Board,  stating  the  number  desired 
and  purpose  for  which  they  are  to  be  used. 

Beferences 

Smith-Hughes  Act,  Bulletin  No.  1,  Federal  Board  for  Vocational  Educa- 
tion. 

California  Plan  for  Vocational  Education,  Bulletin  No.  23a,  1919-1920, 
California  State  Board  of  Education. 

III.  The  California  Part-time  Act.     (Only  those  parts  of  the  Califor- 
nia Act  which  bear  upon  special  day  part-time  classes  for 
employed  minors  are  included.) 
A  brief  digest  of  the  California  Act  follows   (the  full  text  for 
which  will  be  found  in  Appendix  I.) 

1.  When  operative. 

The  provisions  of  this  act  become  operative  at  the  beginning 
of  the  school  year  1920-21  for  all  minors  under  17  years 
(Section  15), 

At  the  beginning  of  the  school  year  1921-22  for  all  minors 
under  18  years  (Section  15). 

2.  Who  must  attend  part-time  classes. 

All  persons  16-18  years  must  enroll  in  special  day  part-time 

classes, 
Except  those 

a.  Who  live  more  than  three  miles  from  a  high  school 
(Section  1). 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  33 

b.  Who  are  graduates  from  a  four-j^ear  high  school  or 

its  equivalent.    • 

c.  Who  are  attending  full  time  public  or  private  day 

schools  for  four  or  more  60-minute  hours  per  week. 

d.  Who  are  disqualified  physically  or  mentally. 

e.  Who  render  personal  service  to  dependents. 

/.  Who  attend  satisfactory  part-time  classes  maintained 
by  other  agencies. 

g.  Where  interests  of  individual  would  suffer  if  he  at- 
tended school. 

3.  Who  must  establish  part-time  classes. 

a.  High  School  Boards  in  districts  having  enrolled  the  year 

previous  50  day  pupils,  who  live  within  three  miles 
of  the  high  school,  except  districts  where  less  than 
12  minors  are  subject  to  this  act. 

(1)  Must  establish  and  maintain  part-time  classes.    (Sec- 

tions 1  and  4a.) 

(2)  Must  provide  individual  counsel  and  guidance  (4b). 

(3)  Requires  principals  to  issue  combined  school  enroll- 

ment certificate  and  permit  to  work.      (Section 
4h.) 

(4)  May  order  investigation  upon  complaint  of  any  per- 

son in  case  of  violation  of  compulsory  provisions 
of  this  act.     (Section  6.) 

b.  Who  may  establish  part-time  classes. 

Any  High  School  Board,  or  any  Elementary  School 
Board  may  do  so.  (Political  Code.  Sections  1665- 
1667.) 

4.  Courses  of  study  provided  for  by  Part-time  Act. 

Courses  of  study  shall  be  designed  to  meet  the  worker's 
needs.     (Sections  1  and  4.) 

Short  unit  courses  in  civic-vocational  or  general  educa- 
tional subjects. 

Intensive  study  for  skilled  workers.     (Section  4c.) 

Courses  to  prepare  unskilled  workers  for  skilled  occupa- 
tions.    (4d.) 

Oral  and  written  English.     (Section  4f.) 

Citizenship:  duties  and  responsibilities.  (Section  4  sec- 
ond.) 

No  minimum  uniform  standard  required.     (Section  4g.) 


34  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

5.  Classes. 

Special  day  part-time  classes  shall  be  held  in  the  high 
school  district  from  8  a.m.  to  5  p.m.  (Sections  1  and 
3  first)  for 

(1)  Four  60-minute  hours  per  week  of  regular 

school  year. 

(2)  Four  60-rninute  hours  per  week  till  144  hours 

accumulate. 

(3)  By  special  agreement,  full  time  attendance 

at  a  convenient  season  for  144  hours. 

(4)  Special  Saturday  afternoon  classes  upon  de- 

mand of  five  or  more  minors  subject  to  the 
act. 

6.  Duties  of 

a.  Principals : 

The  principals  of  either  elementary  or  high  schools,  hav- 
ing enrolled  pupils  16-18  years  of  age,  must  issue 
permits  provided  for  in  this  act.  (Sections  11  and 
4h.) 

(1)  Within  five  days  after  enrollment,  principal 

shall  issue  school  enrollment  certificate  and 
permit  to  work  to  part-time  pupils ;  upon 
request,  to  pupils  of  the  16-18  group,  shall 
issue  modified  permit,  where  classes  have 
been  established ;  to  exempted  persons  upon 
request  (these  permits  to  state  cause  of 
exemption).  % 

(2)  Shall  issue  duplicates  for  guardian. 

(3)  Shall  issue  duplicates  and  notification  blanks 

for  employer. 

(4)  Principals  of  elementary  schools  located  in 

districts  where  part-time  schools  are  main- 
tained  must   issue   certificate   permits,    as 
provided  for  in  this  act. 
(Note. — These  certificate  permits  expire  five 
days  after  opening  of  next  school  term.) 

(5)  Local  school  authorities  shall  arrange  suit- 

able courses  of  study.     (Section  4.) 

(6)  Principals  shall  notify  employers  should  any 

child  on  any  day  have  more  than  eight 
hours  combined  compulsory  school  attend- 
ance and  work.     (Section  7.) 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  35 

b.  Employers : 

Employers  shall  require  of  minor  a  certificate  permit  to 
work,  and  within  five  days  send  written  notification 
of  employment,  describe  work,  hours  of  day  and  days 
of  week  employed  to  board  (Section  8)  or  to  prin- 
cipal (Section  7). 

Retain  and  file  permit  with  copy  of  notification  of  em- 
ployment.    (Section  7.) 

See  that  for  minors  under  18  years  the  total  number  of 
working  hours  and  hours  of  compulsory  school  at- 
tendance combined,  equal  not  more  than  eight  hours 
except  in  agricultural  and  home  making  occupations. 

Certificate  permit  retained  permanently  by  employer. 
(Section  7.) 

c.  Parents : 

The  parents  or  guardian  shall  compel  attendance  of 
minors  upon  special  part-time  classes.     (Section  5.) 

Retain  copy  of  certificate  permit  to  work  and  present 
same  upon  demand  of  proper  authorities.  (Section 
5.) 

7.  Penalties. 

Parents  who  fail  to  perform  duties  under  this  act,  and  em- 
ployers who  violate  provisions  of  this  act  are  guilty  of 
a  misdemeanor  and  punishable  by  fine  or  imprisonment, 
or  both  fine  and  imprisonment. 

8.  Enforcement. 

#  The  High  School  Board  shall  order  investigation  upon  com- 
plaint of  any  person  in  case  of  violation  of  this  act,  and 
instigate  the  proper  legal  proceedings. 


36  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Topic  IV 

FIRST  STEPS  WHICH  A  LOCAL  COMMUNITY  SHOULD  TAKE 

IN  PREPARATION  FOR  ADMINISTERING  THE 

PART-TIME  ACT 

Prepared  by  J.  K.  Norton,  Assistant  Director  of  the  Bureau  of  Research  and 
Guidance  of  the  Oakland  City  Schools,  and  E.  J.  Leonard 

In  connection  with  this  topic  read,  "Administration  of  Compulsory  Part-time 
Laws, ' '  by  Lewis  H.  Carris,  Appendix  III. 

The  California  Part-time  Act  affords  a  wonderful  opportunity  to 
render  much  needed  educational  and  social  service  to  the  thousands 
of  youths  of  the  state  who  are  now  at  work.  It  will  be  the  aim  of  every 
school  department  in  the  state  to  so  administer  the  part-time  act  that 
the  fullest  possible  benefits  may  accrue  to  the  workers  in  attendance. 
However,  it  must  be  remembered  that  the  success  of  the  work  of  the 
school  year  of  1920-21  will  depend  in  each  community  upon  the  steps 
taken  prior  to  that  time.  A  plan  of  administration  should  be  devised, 
the  necessary  cooperation  and  good  will  of  employers  and  parents 
should  be  obtained,  and  a  tentative  organization  and  location  of  classes 
should  be  proposed. 

The  following  suggestions  are  made,  to  the  end  that  the  steps  indi- 
cated below  may  be  taken,  and  that  the  study  group  may  share  in  the 
work.  « 

I.  What  the  High  School  Board  Should  Do. 

1.  The  High  School  Board  should  request  the  Superintendent 
or  High  School  Principal  in  the  early  spring  of  1920  to 

a.  Study  the  problem  of  part-time  education  in  the  com- 

munity in  relation  to  carrying  out  the  law. 

b.  Make    preliminary    recommendations    for    the   establish- 

ment of  part-time  classes  and  the  administering  of 

the  law. 
Note  1. — In  the  towns  and  cities  the  Superintendent  of  Schools 
should  appoint  some  subordinate  school  official,  or  some 
established  bureau  or  agency  in  the  system,  or  some  com- 
mittee to  perform  the  work  outlined  above  under  a  and  b. 
As  the  problems  involved  are  numerous,  complicated  and 
extremely  important,  great  care  should  be  exercised  in  the 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  37 

appointment  of  the  individual  or  the  committee  or  in  the 
designation  of  the  agency  to  do  the  preliminary  work.  The 
individual  must  have  social  vision,  breadth  of  view,  a  sym- 
pathetic understanding  of  working  youths  and  a  fair  knowl- 
edge of  the  community,  the  schools  and  the  teaching  force. 

Note  2. — While  the  study  is  being  made  the  individuals  involved 
should  keep  in  close  touch  with  the  State  Board  of  Educa- 
tion and  its  agents  in  order  to  receive  all  the  assistance  pos- 
sible, and  to  insure  the  closest  cooperation  of  all  concerned. 

II.  "What  the  Study  of  the  Problem  Should  Include. 

1.  The  working  situation  in  the  community  as  it  affects  minors 
who  come  under  the  part-time  law.  (In  this  connection 
it  should  be  remembered  that  all  those  under  17  come 
under  the  law  for  the  school  year  1920-21,  and  under  18 
in  1921-22 ;  also  that  the  census  of  minors  already  taken 
by  the  Board  of  Education  will  furnish  most  of  the  data 
required  below: 
a.  Number  of  minors  not  in  school  by  age  and  sex. 

o.  Occupational  classification  of  minors,  not  in  school,  by 
age  and  sex,  under  such  heads  as : 

(1)  Industry:   Factories,   building  trades,   mining   and 

manufacturing. 

(2)  Commerce:  Clerical  work,  salesmen,  transportation 

employees,  etc. 

(3)  Agriculture,  including  gardening,  fishing,  etc. 

(4)  Domestic  and  personal  service. 

(5)  Number  of  apprentices  in  building  trades,  printing 

trades,  machine  shop  trades  and  metal  trades. 
(This  is  valuable  as  an  indication  of  the  need  for 
occupational  extension  courses.) 

c.  Principal  employers  of  minors. 

d.  Existing  coqwration  schools  and  schemes   for  training 

minors  in  such  schools. 

e.  Desirable  time  for  part-time  classes. 

(1)  Dull  season  courses. 

(2)  Mornings  and  afternoons. 

/.   Education  already  possessed  by  minors  by  age  and  sex. 
g.  Demand  for,   and   opportunities   for  young  workers   in 
various  lines  of  work  in  the  community. 


38  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

2.  The  School  Situation. 

a.  Relative  to  location  of  classes,  etc. 

(1)  Available  space  and  equipment  in  factories,  shops, 

stores,  etc. 

(2)  Available  space  in  schools. 

b.  Relative  to  teaching  personnel. 

(1)  Available  teachers  in  elementary  schools,  secondary 
schools,  evening  schools. 

III.  What  the  Recommendations   Concerning  the   Establishment   of 
Part-time  Classes  Should  Include. 

1.  Scheme  of  administration. 

a.  Centralized  control  under  some  assigned  school  officer, 

director  of  part-time  classes,  or  Assistant  Superin- 
tendent, or  Director  of  Vocational  Education,  or 
other  designated  official. 
Note. — It  should  be  remembered  that  the  high  school 
principal  is  designated  by  law  as  the  administrative 
officer  of  part-time  classes.  In  a  large  city  system, 
however,  where  there  are  several  high  school  prin- 
cipals, in  order  to  secure  uniformity,  control  should 
be  centralized,  as  indicated  above. 

(1)  No  official  should  be  designated  who  will  not  have 

sufficient  time  to  properly  organize  and  supervise 
the  work. 

(2)  The  designated  official  should  have  proven  adminis- 

trative ability,  know  the  working  interests  of  the 
community,  and  be  a  person  of  broal  social  vision. 

b.  Relation  of  this  official  to  the  high  school  principal  should 

be    clearly   recognized,    keeping    in    mind    the    legal 
aspects  involved,  as  set  forth  in  the  part-time  law. 

2.  Statement  of  estimated  costs. 

a.  Administrative  costs  such  as: 

(1)  Salaries  of  officials  mentioned  under  1  (a)  above. 

(2)  Printing  of  forms,  blanks,  etc. 

(3)  Preparation  of  leaflets,  bulletins,  etc. 

b.  Teachers'  salaries. 

c.  Additional  equipment,  supplies,  etc. 

3.  Tentative  list  of  courses  needed. 

a.  General  continuation  courses. 

b.  Vocational  courses  in  agriculture,  home  economics,  etc. 

4.  Tentative  location  and  schedule  of  classes. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  39 

5.  Estimated  number  of  teachers  of  various  types,  giving  due 

consideration  to : 
a.  Size  of  class  unit. 
1).  Length  of  teaching  day. 

6.  Publicity  aimed  to  secure  the  cooperation  of  parents,  em- 

ployers, and  the  youths  concerned,  by  such  means  as : 

a.  Conferences  with  employers. 

b.  Newspaper  articles. 

c.  Discussions  before  civic  and  social  clubs,  labor  unions, 

teachers'  gatherings,  etc. 

d.  Preparation  of  leaflets  describing  the  Part-time  Act. 

Qaestiom : 

In  your  district  a  complete  census  of  minors  has  already  been 
taken  in  conformity  with  the  State  Registration  Law,  the 
data  so  acquired  will  form  the  basis  for  a  full  consideration 
of  many  of  the  problems  raised  under  this  topic. 

Information  concerning  where  the  blanks  are  kept,  can  be 
secured  by  consultation  with  school  officials. 

1.  What  service  could  teachers  render  in  tabulating  and  inter- 

preting the  data  contained  on  these  registration  blanks? 

2.  What  steps  have  been  taken  to  date,  in  your  community,  in 

anticipation  of  carrying  out  the  Part-time  Act? 

3.  What  definite  service  can  this  study-group  render  in  any 

of  the  lines  suggested  under  this  topic? 


40  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Topic  V 

THE   GENERAL  NEEDS  OF  EMPLOYED  YOUTHS  IN 

CALIFORNIA,  AND  TYPES  OF  SCHOOLS  TO 

MEET  THESE  NEEDS 

Prepared  by  C.  L.  Jacobs,  Associate  Professor  of  Industrial  Education  and 
Supervisor  of  Classes  for  Teaching  of  Trade  and  Industrial  Subjects. 

I.  Employed  Youths  and  the  Part-time  Act. 

1.  Youths  in  California  between  the  ages  of  16  and  18  are 
affected  by  the  provisions  of  the  Part-time  Compulsory 
Education  Act,  under  the  following  conditions : 
a.  Those  who  live  within  a  radius  of  three  miles  of  a  suitable 
class. 

(1)  Maintained  by  a  local  district  board. 

(2)  Or  by  the  board  of  an  adjoining  district. 

h.  Those  who  are  not  in  attendance  upon  full-time   day 

schools. 
c.  Those   who   are   not   exempt   because   of   the   following 

reasons : 

(1)  High  school  graduation  or  an  equivalent  of  educa- 

tion in  private  schools  or  by  private  tuition. 

(2)  Impaired  physical  or  mental  condition. 

(3)  Service  is  needed  by  dependents. 

(4)  Attending  a  satisfactory  part-time  class  maintained 

by  other  agencies. 

(5)  Interests  would  suffer  if  compelled  to  attend  part- 

time  class. 

II.  Number  of  Youths,  by  Age  Groups,  Likely  to  be  in  Attendance 
upon  Part-time  Classes. 

1.  Sixteen-year-olds  not  in  attendance  upon  a  full-time  day 

school. 
a.  There  are  about  30,000  not  in  school. 
1).  Approximately  only  20,000  of  those  will  come  under  the 

provisions  of  this  act. 
c.  Of  that  number,  probably  not  more  than  15,000  can  be 

counted  on  to  attend. 

2.  Seventeen-year-olds  not  in  attendance  upon  a  full-time  day 

school. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  41 

a.  There  are  roughly  45,000  not  in  school. 
6.  Approximately  only  32,000  will  be  affected  by  this  act. 
c.  Of  that  number  probably  not  more  than  27,000  can  be 
counted  on  to  attend. 

III.  Relative  Number  of  Youths,  by  Sex,  in  Urban  and  in  Rural 

Localities. 

(Note. — The  Federal  Census  Bureau  classifies  as  rural  any  place 
of  less  than  2500.) 

1.  Of  an  estimated  106,650  minors  in  California  between  the 
ages  of  16  and  18,  who  are  subject  to  the  provisions  of 
the  part-time  compulsory  education  act,  if  not  in  attend- 
ance upon  regular  day  schools,  approximately  70,000  are 
living  in  urban  communities, 

a.  About  36,000  of  whom  are  boys, 

o.  About  34,000  of  whom  are  girls. 

IV.  Distribution  of  the  Employed  Population  of  California  by  Occu- 

pations. 

1.  If  we  were  to  be  guided  by  the  1910  United  States  Census 
it  would  appear  that  the  minors  in  California  would  be 
distributed  among  the  various  divisions  of  gainful  occu- 
pations roughly  as  follows : 

Out  of  every  hundred  youths  in  California  coming 
under  the  Part-time  Act 

20  would  be  in  the  Agricultural  Group, 

including  forestry,  fishing  and  animal  hus- 
bandry. 

30  would  be  in  the  Industrial  Group, 

of  whom  3  would  be  in  mining,  and  27 
would  be  in  manufacturing. 

29  would  be  in  the  Commercial  Group, 

of  whom  9  would  be  in  transportation,  14 
would  be  in  trade,  and  6  would  be  in  cler- 
ical work. 

2  would  be  in  the  Public  Service  Group    (not 
elsewhere  listed.) 

6  would  be  in  the  Professional  Service  Group. 
13  would  be  in  the  Domestic  and  Personal  Service 
Group. 


42  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

2.  The  above  distribution  would  not  hold  in  any  community 

in  the  state,  but  is  rather  on  the  basis  of  the  state  as  a 
whole.  For  example,  in  Berkeley,  the  number  in  the 
Agricultural  Group  would  be  considerably  less,  propor- 
tionately, than  that  given  above,  while  the  number  in 
the  Professional  Service  Group  would  be  larger.  In  the 
rural  communities,  the  conditions  will  be  reversed,  and 
by  far  the  largest  numbers  will  be  in  the  Agricultural 
Group. 

3.  It  is  safe  to  say  that  the  proportion  of  persons  engaged  in 

agriculture  has  materially  decreased  since  1910,  and  that 
there  has  been  a  commensurate  increase  in  manufactur- 
ing and  commercial  work.  That  change  parallels  the 
decrease  in  rural  population  and  the  increase  in  urban 
population  which  has  been  taking  place  steadily  in  this 
country  as  shown  by  the  following  figures  for  the  United 
States,  and  for  California. 


Census 

Califoi 

rnia 

Uni 

ted  States 

Urban 

Rural 

Urban 

Rural 

Years 

Per  cent 

Per  cent 

Per  cent 

Per  cent 

1880 

29.5 

70.5 

1890 

46.6 

53.4 

36.1 

63.9 

1900 

52.4 

47.6 

40.5 

59.5 

1910 

61.8 

38.2 

46.3 

53.7 

V.  Occupations  in  "Which  More  Than  1000  Persons  in  California 
were  Engaged  in  1910. 

AGEICULTUEAL  GROUP 

Male  Female 

1.  Agriculture,  Forestry,  and  Animal  Husbandry 217,743  7,323 

a.  Includes  such  persons  as  farmers,  fruit  growers, 

gardeners,  florists,  nurserymen,  stock  raisers, 
poultry  raisers,  and  associated  laborers. 

b.  The  largest  number  are  engaged  in  the  soil  occu- 

pations. 

INDUSTRIAL   GROUP 

1.  Extraction  of  Minerals 31,254  44 

c.  Includes  such  persons  as  operators,  officials,  man- 

agers, and  miners  of  gold  and  silver,  or  quar- 
ries, of  oil  and  gas  wells,  of  salt  operations, 
and  associated  laborers. 
b.  The  largest  number  are  engaged  in  gold  and  silver 
mining. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  43 

j^  k  |  Male  Female 

2.  Manufacturing  and  Mechanical  Industries 263,480         30,096 

a.  Includes  such  persons  as  building  trades  workers, 

bakers,  blacksmiths  and  boilermakers,  build- 
ing contractors,  cabinet  makers,  printing  trade 
workers,  electricians,  power  plant  operatives, 
jewelry  trade  workers,  machinist  trade  work- 
ers, sewars  and  sewing  machine  operators, 
leather  workers,  tin  and  coppersmiths,  oper- 
ators in  the  manufacturing  of  products  such 
as  tobacco,  glass,  clay,  iron,  wood,  etc.,  and 
associated  laborers. 

b.  The  largest  number  were  engaged  in  the  build- 

ing industry,  most  of  the  skilled  workers  being 
carpenters. 

COMMERCIAL  GROUP 

1.  Transportation  100,052  4,241 

a.  Includes  persons  employed  in  water  transporta- 
tion, wood  and  street  transportation,  railroad 
transportation,  express,  post,  telegraph,  tele- 
phone and  associated  laborers. 

2.  Trade  133,663         17,835 

a.  Includes  bankers,  brokers,  money  lenders,  clerks 

in  stores,  commercial  travelers,  deliverymen, 
insurance  agents,  workers  in  coal  and  lumber 
yards,  workers  in  warehouses,  workers  in  real 
estate,  retailers,  salespeople,  wholesalers,  ex- 
porters. 

b.  The  larger  number  were  in  retailing  and  in  sales- 

manship. 

3.  Clerical  Occupations  43,432         24,319 

a.  Includes     agents,     canvassers,     collectors,     book- 

keepers, cashiers,  accountants,  clerks  (except 
in  stores),  messengers,  office  and  bundle  boys, 
stenographers,  typists. 

b.  Chiefly    bookkeepers,    cashiers,    accountants    and 

clerks    (not  in  stores). 

PUBLIC  SERVICE 

1.  Public  Service   (not  elsewhere  classified)  23,923  533 

a.  Includes  firemen  (fire  department),  guards,  watch- 

men, doorkeepers,  laborers,  public  service 
officials,  inspectors  (city  and  county),  offi- 
cials, inspectors  (state  and  United  States), 
policemen,  soldiers,  sailors,  marines. 

b.  The  largest  number  were  in  the  military  service. 


44  INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION 

PROFESSIONAL  SERVICE 

Male  Female 

1.  Professional  Service  41,138         28,315 

a.  Includes    architects,    artists,    sculptors,    teachers 

of  art,  authors,  editors,  reporters,  civil  and 
mining'  engineers,  surveyors,  clergymen,  den- 
tists, designers,  draftsmen,  inventors,  law- 
yers, judges,  justices,  musicians,  photograph- 
ers, physicians,  surgeons,  showmen,  teachers, 
trained  nurses. 

b.  The  largest  number  were  in  the  practice  of  medi- 

cine, engineering  and  law. 

DOMESTIC  AND  PERSONAL  SERVICE 

1.  Domestic   and   Personal   Service 78,062         62,090 

a.  Includes  barbers,  hairdressers,  boarding  and  lodg- 

ing house  keepers,  hotel  employers,  janitors, 
laundry  workers,  untrained  nurses,  restaurant, 
cafe  and  lunch  room  keepers,  servants. 

b.  The  largest  number  were  servants,  the  majority 

being  cooks. 

(Note. — It  must  be  recognized  that  no   one  community  need   be  expected   to 

show  a  similar  division.     In  many  communities  some  of  these  vocations  will  be 

entirely   unrepresented.     Each   community  must  make   a   study   of   its   own  local 
conditions.) 

VI.  What  the  Youths  Need  Who  Come  Under  the  Part-time  Act. 

The  general  needs  of  these  youths  may  be  grouped  under  the  fol- 
lowing classification  heads,  which  the  State  Board  of  Educa- 
tion has  agreed  upon  as  their  standard  designations. 
1.  General   Continuation,   which   aims  to  remove  marked   de- 
ficiencies in  common  school  branches,  and  to  assist  those 
enrolled,  in  determining  their  occupational  interests  and 
capacities.     In  general,  only  those  who  fall  below  the 
sixth  grade  standard  in  general  education,  should  be 
enrolled  in  the  General  Continuation  class.     The  four 
hours  of  instruction  may  be  roughly  divided  as  follows : 

a.  Citizenship  and  health  (40  minutes  weekly). 

b.  Common  school  branches,  such  as  reading,  writing,  arith- 

metic, spelling   (180  minutes  weekly). 

c.  Occupational  work,  which  may  include  finding  courses  in 

agriculture,    industry    or    commerce     (120    minutes 
weekly. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  45 

Occupational  Continuation,  which  aims  to  prepare  the  indi- 
vidual for  more  efficient  work  in  the  occupation  in  which 
he  is  engaged  and  desires  to  remain,  and  which  has  a 
teachable  content.  This  is  expressed  in  the  California 
law  as  follows :  ' '  They  shall  give  all  persons  who  are 
engaged  in  skilled  occupations  and  who  are  enrolled  in 
these  classes,  opportunity  to  better  qualify  themselves 
for  said  occupations." 

Illustrations  of  the  groups  who  would  desire  Occupational 
Continuation  work  are :  Apprentices  in  the  building, 
metal  or  printing  trades;  milliners  and  dressmakers; 
boys  on  farms,  etc. 

The  courses  should  include : 

a.  Citizenship  and  Health   (40  minutes). 

b.  Occupational  work,   supplementing  daily  occupation  in 

any  field,  of  which  the  four  most  important  groups 
are  agriculture,  industry,  commerce  and  home  mak- 
ing. 

c.  Elements  of  general  education  under   (&)   necessary  in 

most  cases,  but  must  be  presented  to  be  effective,  as 
related  to  the  occupations. 

Occupational  Preparatory,  which  aims  to  assist  the  youth 
to  determine  his  field  of  interest,  and  give  him  prelim- 
inary training  for  an  occupation  in  which  he  is  not 
employed ;  for  example,  the  grocery  delivery  boy  who 
does  not  desire  to  remain  in  that  work,  or  does  not  know 
his  field  of  interest.  It  he  were  below  the  sixth  grade 
standard  in  general  education,  he  would  belong  to  the 
General  Continuation  Group. 

The  course  should  include : 

a.  Citizenship  and  Health   (40  minutes). 

b.  Occupation  finding  courses,   in  all  the   dominant  lines 

should  be  made  available  in  agriculture,  industry  and 

commerce  and  home  economics. 
The  Part-time  Act  requires  instruction  for  this  group  as 
noted  in  the  following:  "They  shall  give  all  persons  who 
are  engaged  in  unskilled  occupations  or  in  occupations 
that  do  not  offer  educational  opportunities  and  who  are 
in  attendance  upon  these  classes,  opportunity  to  prepare 
themselves  for  skilled  occupations  or  for  occupations  that 
offer  opportunities  for  promotion  or  further  education." 


46 


INTRODUCTORY    COURSE   ON   PART-TIME    EDUCATION 


4.  Academic  Continuation,  to  assist  youths  remove  deficiencies, 
in  order  to  enable  them  to  enter  a  special  school  or  the 
University.  For  example,  a  high  school  girl  dropped 
out  of  school  at  the  beginning  of  her  third  year  to  go  to 
work.  Recently,  she  wished  to  complete  her  high  school 
work  and  enter  college,  but  disliked  to  return  to  the 
school  and  be  associated  with  students  younger  than 
herself.  The  Academic  Group  is  the  solution  of  her 
problem.  She  will  enter  the  part-time  class,  meanwhile 
continuing  in  her  occupation  if  she  wishes,  and  when 
she  has  removed  her  deficiencies,  may  enter  college. 
The  course  should  include : 

a.  Citizenship  and  Health   (40  minutes). 

b.  Instruction  in  any  elementary  or  secondary  school  sub- 

ject. 

Note. — The  names  given  to  the  four  types  of  classes  seem  to 
describe  the  work  which  the  California  law  authorizes,  more 
accurately  than  the  terminology  used  in  other  states  and  in 
the  bulletins  for  the  Federal  Board  for  Vocational  Educa- 
tion. That  the  literature  of  the  Federal  Board,  and  other 
states  may  be  understood,  the  following  comparison  of 
names  is  listed : 


California  Terminology 

(1)  General  Continuation. 

(2)  Occupati6nal  Continuation. 

(3)  Occupational  Preparatory. 

(4)  Academic  Continuation. 


Federal  Terminology 
(1)   General  Continuation. 
Trade  Extension. 
Trade  Preparatory. 


(2) 
(3) 


Vocational  Guidance — necessary  for  many  of  the  youths — 
by  the  aid  of  which  youths  may  be  led  to  the  selection  of 
a  suitable  vocation — one  in  which  the  individual  will  be 
happiest,  and  through  which  society  will  be  best  served. 
For  this  purpose  the  trade  preparatory  work  might  be 
used  to  serve  in  the  capacity  of  a  prevocational  course, 
as  may  also  part  of  the  general  continuation  work. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  47 


Topic  VI 

THE  ORGANIZATION  AND  ADMINISTRATION  OF 
PART-TIME  CLASSES 

Prepared  by  R.  J.  Leonard 

In  connection  with  this  topic  read,  "Administration  of  Compulsory  Part-time 
Laws, ' '  by  Lewis  H.  Carris,  Appendix  III,  and  ' '  Pennsylvania  Continuation 
Schools,"  by  M.  Claire  Snyder,  Appendix  IV. 

The  successful  organization  and  administration  of  part-time  classes 
involves  the  application  of  principles  and  purposes,  not  usually  opera- 
tive in  regular  elementary  or  secondary  schools,  for.  the  following 
reasons:  (1)  The  part-time  school  will  deal  primarily  with  youths  who 
are  working  for  wages.  (2)  Many  of  these  youths  left  school  because 
they  thought  it  unprofitable  to  remain  longer.  (3)  Some  will  be 
strangers  to  the  public  school  system,  for  example,  those  educated  in 
parochial  schools.  (4)  Many  will  be  conscious  of  educational  deficien- 
cies hindering  vocational  progress.  (5)  Many,  perhaps  most  of  those, 
who  attend  the  part-time  schools  will  have  held  a  considerable  number 
of  jobs  entirely  different  in  character,  and  will  look  to  the  school  for 
help  in  determining  what  occupation  they  should  follow.  (6)  Many 
will  be  incapable  of  pursuing  general  education  with  profit  on  account 
of  limited  natural  endowment.  (7)  "While  the  physical  ages  of  the 
group  will  range  from  16  to  18,  the  mental  ages  will  probably  vary 
from  at  least  10  to  18.  (8)  The  time  for  the  part-time  school  is  exceed- 
ingly brief  (four  hours  per  week) ,  and  each  hour  must  yield  the  largest 
possible  return  to  the  youth.  (9)  Unlike  the  day  school,  where  only 
parents  and  teachers  are  concerned,  in  the  part-time  school  the  em- 
ployer is  also  concerned.  (10)  Instruction  must  actually  function 
toward  some  worthy  end  in  which  the  youth  shares. 

All  these  factors  are  involved  and  should  be  considered  in  deter- 
mining :  I.  Where  classes  should  be  held.  II.  Who  should  teach.  III. 
What  should  be  taught.     IV.  How  students  should  be  grouped. 


I.  Where  Classes  Should  be  Held. 

Principle  involved — place  depends  upon  where  the  youth  will  be 
most  profited,  with  the  least  inconvenience  and  loss  of  time 
to  the  youth  and  the  employer. 


48  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

1.  The  regular  high  school  or  elementary  school. 

a.  Its  advantages. 

(1)  Equipment,    gymnasia    and    playgrounds,    labora- 

tories, shops,  studios,  etc. 

(2)  Social  opportunities. 

For  assembling  with  the  school  group  and  par- 
ticipating in  extra  school  activities,  such  as 
athletics,  debates  and  amusements. 

b.  Its  possible  dangers. 

There  may  be  a  tendency  to  impose  academic  stand- 
ards. Teachers  may  not  be  sympathetic.  Other 
pupils  may  not  be  cooperative.  (It  must  be  re- 
membered that  most  of  the  youths  coming  under 
the  law,  have  attended  the  public  schools,  and  that 
many  have  left  under  unpleasant  circumstances.) 

2.  The  central  down-town  school  where  only  part-time  students 

are  enrolled. 
a.  Its  advantages. 

(1)  Most  youths  employed  in  stores  and  offices  would  be 

able  to  attend  a  down-town  school  to  much  greater 
advantage  than  the  regular  high  school,  and  much 
may  be  gained  by  centralizing  such  instruction. 
Note. — Milwaukee,  Kansas  City,  Boston  and  other  east- 
ern cities,  operating  under  part-time  acts,  have  found 
it  profitable  to  establish  down-town  schools,  usually 
first  renting  suitable  quarters  in  office  or  loft  build- 
ings, and  later  constructing  buildings  designed  par- 
ticularly for  continuation  schools. 

(2)  A  natural  community  of  interests  and  social  out- 

look exists  among  youths  working  in  similar  occu- 
pations. These  interests  may  be  capitalized  by 
attendance  upon  a  down-town  school. 

(3)  Problems  of  administration  will  be  greatly  simpli- 

fied. 

(4)  It  will  be  possible  to  develop  a  teaching  staff  exclu- 

sively for  the  part-time  work,  whose  interests 
would  not  tend  to  be  diffused  on  account  of  other 
responsibilities. 

3.  The  shop  and  the  store. 

a.  The  shop  and  store  may  be  considered  as  meeting  places 
for  classes  where  a  sufficient  number  of  youths  com- 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  49 

ing  under  the  law  are  employed.    For  such  youths  it 
may  offer  the  following  advantages : 

(1)  Saving  of  time. 

(2)  Gives  the  working  atmosphere,  which  it  is  difficult 

to  create  in  a  school. 

(3)  Permits  a  full  and  complete  use  of  the  facilities  of 

the  shop  and  store  as  a  laboratory  for  teaching. 

(4)  In  certain  cases  the  expense  of  equipment  is  so  great 

as  to  make  it  impossible  for  the  school  to  acquire 
and  to  keep  up  to  date. 
h.  The  possible  danger  in  the  use  of  the  shop  or  store  is, 
that  the  time  of  the  youth,  which  is  intended  to  be 
given  over  to  instruction,  may  revert  to  employment 
in  production. 
4.  The  farm. 

a.  For  agricultural  instruction,  the  farm  may  be  used  for 

project  work,  for  observation  and  for  demonstration. 

b.  The  possible  danger  in  the  use  of  the  farm,  is  that  the 

specific    object    of    the    instruction    which    may    be 
needed,  cannot  be  attained,  owing  to  specialization. 

II.  Who  Should  Teach. 

1.  The  teacher  of  part-time  classes,  regardless  of  the  field  or 

subject,  should  possess  the  following  characteristics:  (1) 
A  knowledge  of  the  adolescent  youth;  (2)  a  sympathetic 
understanding  of  the  type  of  youth  who  early  becomes 
a  wage  earner,  on  account  of  interest  or  economic  neces- 
sity; (3)  a  first  hand  knowledge  of  the  occupations  rep- 
resented by  the  youths  enrolled ;  (4)  a  dominant  interest 
in  youths  and  their  problems  rather  than  in  school  sub- 
jects. 

2.  While  time  and  experience  will  determine  the  best  sources 

from  which  part-time  teachers  may  be  recruited,  it  would 
seem  from  the  observation  of  other  states,  that  the  fol- 
lowing suggestions  will  be  helpful : 
a.  For  citizenship  and  health  instruction. 

(1)  An  individual,  who  from  the  citizenship  aspect,  is 
well  read  and  thoroughly  acquainted  with  current 
literature  and  social  problems,  who  can  interpret 
prevailing  conditions  in  terms  of  historic  experi- 
ence, and  lead  the  pupils  to  an  understanding  of 
their  meaning. 


50  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

Or  from  a  health  aspect,  one  who  is  acquainted  not 
so  much  with  physiology,  but  rather  versed  in 
knowledge  of  health,  relative  to  personal  and  occu- 
pational hygiene  and  recreation. 
(2)   Such  individuals  may  be  found  in  elementary  and 
secondary    schools,    as    instructors    in    English, 
civics,  history,  playground  activities,  etc. 
J).  For  instruction  in  common  school  branches,  such  as  arith- 
metic, reading,  writing  and  spelling. 
(1)   These  teachers  will  probably  be  recruited  from  the 
elementary  school  field, 
c.  For  occupation  instruction  in  industry. 

(1)  For  finding  courses.    The  all-around  mechanic  with 

a  social  point  of  view,  whose  dominant  purpose 
is  to  assist  youths  to  discover  the  field  of  work  to 
which  they  are  best  adapted,  and  in  which,  by 
reason  of  interest,  will  find  the  greatest  happiness, 
and  render  the  best  service.  Of  those  in  schools 
at  present,  the  manual  training  teacher  may  qual- 
ify, if  his  occupational  experience  is  sufficiently 
varied  to  enable  him  to  give  at  least  elementary 
instruction  in  a  number  of  fields,  and  provided 
also,  that  he  has  become  acquainted  with  voca- 
tional guidance  work. 

(2)  For  training  courses.    For  the  manipulative  aspects 

of  trade  work.  The  shop  trained  man  with  native 
interest  in  teaching,  who  has  studied  the  mechan- 
ics of  instruction.  For  the  supplemental  work 
such  as  drawing,  science,  mathematics,  etc. :  (a) 
the  shop  trained  man  who  is  well  acquainted  with 
these  subjects  in  their  relation  to  the  trade:  (b) 
the  school  teacher  who  has  specialized  in  these 
subjects,  and  who  has  had  first  hand  industrial 
experience. 
d.  For  occupational  instruction  in  commerce. 

(1)  For  finding  courses.  The  all-round  commercial 
teacher  with  a  knowledge  of  the  activities  of  the 
commercial  world,  including  bookkeeping,  stenog- 
raphy, merchandizing,  transportation,  and  an 
interest  and  understanding  of  the  types  of  indi- 
viduals who  are  likely  to  succeed  in  the  various 
commercial  fields. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  51 

(2)  For  training  courses.  There  are  two  sources :  Teach- 
ers now  employed  in  high  schools  in  commercial 
branches  and  related  fields,  such  as  economics, 
history,  and  geography;  and  commercial  em- 
ployees in  the  various  lines  who  will  take  the 
training  necessary  to  qualify  for  the  teaching 
field. 
e.  For  occupation  instruction  in  agriculture. 

(1)  For  finding  courses.    Must  be  a  farmer  who  has  had 

diversified  agricultural  experience,  together  with 
good  agricultural  training,  and  who  possesses 
teaching  ability.  One  source  for  these  will  be 
agriculture  high  school  teachers. 

(2)  For  training  courses.    The  characteristic  which  dis- 

tinguishes the  teacher  who  gives  the  training 
courses,  as  compared  with  the  one  who  gives  the 
finding  course,  is  that  the  former  is  more  inten- 
sively trained  in  one  of  the  fields,  in  which  he  may 
give  instruction. 
/.  For  occupational  instruction  in  home  economics. 

(1)  The  home  economics  teacher  must  be  preeminently 
interested  in  the  home  and  in  all  its  aspects,  and 
be  able  to  lead  the  girls  to  a  love  of  home,  and  to 
inculcate  a  desire  to  meet  and  solve  its  every  day 
problems,  and  participate  in  its  activities.  Mar- 
ried women  who  have  taught,  would  be  the  best 
single  source  for  teachers  in  this  field. 

III.  What  should  be  taught. 

The  principle  to  be  applied  in  determining  what  should  be 
taught  is,  that  which  will  help  the  youth  most  in  achieving 
those  ends  which  are  most  worth  while  .to  him.  While  there 
will,  therefore,  be  little  profit  in  attempting  to  list  and 
describe  the  courses  which  should  be  offered  in  a  part-time 
class,  as  youths  representing  the  very  greatest  variety  of 
types  and  interests  will  be  enrolled,  it  will  be  valuable  to 
suggest  the  offerings  which  should  be  made  available  to  the 
students  enrolled.  There  are  also  those,  which  it  is  agreed 
must  be  provided,  regardless  of  sex,  and  different  occupa- 
tions and  interests. 
1.  Content  which  must  be  provided  in  all  part-time  classes. 

Citizenship  -and  health  (at  least  40  minutes  per  week; 

for  suggestions  see  Topic  XVI). 


52  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

2.  Content  on  basis  of  deficiencies  in  general  education,  and 
occupational  interests. 

a.  Common  branches,  such  as  arithmetic,  reading,  writing, 

spelling,  etc. 

b.  Occupational  instruction  from  either  a  finding  or  train- 

ing point  of  view  in,  commerce,  agriculture,  industry 
or  home  economics.  (For  details  see  Topics  IX  to 
XV.) 

c.  Any  regular  elementary  high  school  subject  which  a  youth 

might  wish  to  study. 

IV.  How  Students  Should  be  Grouped. 

1.  Prior  to  enrollment  in  any  class  or  course,  the  interests  and 

capacities  of  each  youth  should  be  determined  by  the 
one  assigned  to  counsel  and  guidance. 

2.  Capacity,  interest  and  occupation,  will  be  the  chief  factors 

involved  in  grouping  of  students. 

3.  School  grade  completed  before  going  to  work  should  not  be 

given  undue  weight  in  groupings  of  students  except  for 
those  who  wish  to  pursue  high  school  courses  in  order 
to  prepare  for  college  or  special  school. 

Eeferences 

Vocational  Summary,  Juue,   1919,   "Administration  of  Compulsory  Part- 
time  Laws. ' '     See  Appendix  III. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  53 


Topic  VII 

THE  INDIVIDUAL  AND  THE  COURSE— METHODS  OF 

INSTRUCTION  AND  STANDARDS  OF 

ACCOMPLISHMENT 

Prepared  by  E.  J.  Leonard 

The  whole  spirit  and  purpose  of  the  California  Part-time  Act  is 
to  make  available  to  employed  youths  that  type  of  education  which 
they  need  most,  from  a  civic,  social,  physical  or  vocational  point  of 
view.  Each  hour's  attendance  must  yield  maximum  returns  to  the 
youth.  The  purpose  of  this  section  is  to  help  develop  the  point  of 
view  which  the  continuation  school  teacher  should  have  so  as  to  make 
instruction  effective  whether  it  be  of  the  General  Continuation,  Occu- 
pational Continuation,  Occupational  Preparatory  or  Academic  Con- 
tinuation type. 

I.  Individual  Needs — Basis  of  the  Course. 

The  needs  of  individuals  in  attendance  is  the  basis  upon  which 

the   courses    are   established.      The    interests,   abilities    and 

accomplishments  of  each  pupil  are  the  all-important  factors 

in  devising  proper  instruction. 

1.  Counsel  should  precede  assignment  of  workers  to  courses. 

By    intimate,    personal    contact    between    teacher    and 

worker,  data  regarding  the  following  aspects  of  each  case 

may  be  obtained. 

a.  Health    (in  particular  relation  to   present  occupation). 

b.  Present  and  previous  occupations. 

c.  Occupational  ambitions. 

d.  Amount  and  character  of  previous  schooling. 

e.  General  intellectual  level. 

II.  Size  of  Class. 

1.  There  should  be  no  overcrowding  of  classes.     Only  rarely 

should  there  be  more  than  twenty  in  each  group. 

2.  As  a  rule,  group  instruction  should  not  be  encouraged,  owing 

to  the  diversity  of  the  capacities  and  interests  of  the 
pupils.  The  individual,  rather  than  the  group  must  be 
the  basis  of  instruction. 


54  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

III.  The  Unit  of  Instruction  Should  be  Short. 

1.  It  must  be   remembered  that  new   workers   are   each   day 

entering  and  old  ones  leaving  the  part-time  school,  and 
that  therefore  each  day's  or  week's  unit  of  instruction 
must  be  complete  in  itself,  rather  than  the  semester  or 
yearly  basis. 

2.  Extracts  from  a  Bulletin  of  the  Pennsylvania  State  Board 

of  Education  about  the  administration  of  Continuation 

Education  are  here  suggestive. 

"Every  lesson  in  the  Continuation  School  should  be 
a  unit  in  itself.  The  presentation,  study,  and  reci- 
tation must  be  completed  within  the  time  set  for 
that  lesson.  Definite  planning  is  a  recognized  need 
in  successful  lesson  preparation.  In  no  type  of 
schools  is  this  more  evident  than  in  the  Continu- 
ation School." 

An   example   from   the   Pennsylvania   Continuation   School 
course  of  study  in  hygiene  illustrates  these  points : 
"Lesson,  Preparation  for  the  Day's  Work. 
Aim — To  teach — How  to  Start  the  Day. 
Approach — When  you  go  to  work  in  the  morning, 
how  does  your  personal  appearance  compare  with 
that  of  your  boss? 
Development — Amount  of  sleep  required. 
Regular  hour  for  rising. 
A  cold  splash  in  face  and  chest,  at  least;  then  a 

brisk  rub  with  a  rough  towel. 
Attention    to    the    toilet;    thorough    washing    of 

hands. 
Hair  combed  neatly. 
Pace,  neck,  ears,  nose  should  be  cleaned. 
Teeth  brushed. 
Hands  and  nails  should  be  clean  and  well  eared 

for. 
Clothes  should  be  neat,  no  buttons  missing.    Shoes 
brushed. ' ' 

Eeference 
For  the  above  lesson,  Hygiene  for  the  Worker,  Chapter  II. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  55 

IV.  The  Source  of  Instructional  Material. 

1.  The  interests  of  youths  and  the  needs  of  which  they  are  con- 

scious in  relation  to  their  daily  employment  or  ambition 
for  promotion,  are  the  sources  of  instruction,  rather  than 
the  school  texts  or  manuals  usually  used  by  day  school 
teachers.  The  teacher  has  before  him  wage-earners,  not 
school  children. 

2.  Suggestive  of  problems,  the'  following  might  be  cited. 

a.  Personal  health,  in  relation  to  occupational  disease  or 

fatigue. 

b.  Social  problems,  in  relation  to  the  group  with  whom  they 

are  associated. 

c.  Need  to  learn  how  to  add  and  write  legibly,  in  order  to 

be  able  to  fill  out  a  sales  check  properly. 

d.  Kind  of  shoes  which  a  sales-girl  should  wear  to  prevent 

undue  fatigue. 

e.  How  to  read  a  blue  print. 

/.  The  proper  fertilizer  to  use  in  raising  garden  crops. 

V.  Methods  of  Instruction  should  be  Real  and  Vital,  not  Bookish, 
and  Academic. 

1.  Concrete,  not  abstract :  things  with  which  the  youth  is  vitally 

concerned. 

2.  Sequence  of  instruction  in  relation  to  the  whole  field  of 

knowledge  not  important.  Should  be  related  to  day's 
work  and  maj^  cross  section  many  fields  not  usually 
treated  together  in  school. 

3.  Visual  and  active,  requiring  participation  of  workers,  not 

demonstration  on  the  part  of  the  teacher;  for  example, 
it  is  insufficient,  in  the  home  economics  work,  for  the 
teacher  to  prepare  food  for  the  table,  explaining  and 
illustrating  the  steps  she  takes;  she  should  furnish  the 
girls  with  materials  to  use,  and  direct  their  work,  as  they 
prepare  the  dish.  The  same  principle  holds  in  all  part- 
time  work,  they  must  learn  "to  do  by  doing." 

VI.  Standards  of  Proficiency.    The  law  states,  "they  shall  not  require 

of  pupils  a  minimum  uniform  standard  of  proficiency  in  any 

subjects  maintained  in  these  classes,  except  in  those  subjects 

designed  to  prepare  for  other  classes  or  other  schools." 

1.  The  legitimate  measure  of  proficiency  for  each  youth  is  his 

own  progress  in  relation  to  himself  and  his   previous 

achievements.    For  example,  in  writing,  the  student  may, 


56  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

at  the  beginning  of  his  course,  compare  his  penmanship 
with  some  standard  scale,  and  by  daily  comparison  note 
his  progress.  He  should  be  encouraged  to  make  im- 
provement, but  should  not  be  held  to  any  definite  stand- 
ard to  attain. 

In  citizenship,  he  may  try  to  solve  some  problem  in  the  fac- 
tory in  which  he  works ;  for  example,  he  might,  if  he 
possesses  qualities  for  leadership,  form  a  club  among 
his  associates,  to  make  better  use  of  their  leisure  time. 
The  idea  to  be  kept  in  mind  is  that  the  youths  may 
actually  become  better  citizens,  rather  than  learn  cer- 
tain mechanics  of  governmental  procedure. 


INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION  57 


Topic  VIII 
VOCATIONAL  COUNSEL  IN  PART-TIME  SCHOOLS 

Prepared  by  L.  W.  Bartlett,  Supervisor  of  Advisement  and  Training  for 
Federal  Board  for  Vocational  Education,  District  No.  12 

I.  Counsel  Provided  for  in  the  Part-time  Act. 

1.  The  California  Part-time  Act,  Section  3  (b),  places  respon- 
sibility upon  the  administrators  of  the  act  to  provide  for : 

a.  Individual  counsel  and  guidance  in  vocational  matters. 

b.  Individual  counsel  and  guidance  in  social  matters. 

II.  Background  of  Vocational  Counsel. 

1.  Organized   vocational   counsel   for  3'Oung   people   began   in 

1908  in  Boston  with  the  formation  of  the  Vocation 
Bureau  of  Boston.  Since  that  time  a  public  opinion 
has  rapidly  developed  in  favor  of  its  extended  applica- 
tion, and  many  schools  in  a  number  of  states  now  have 
programs  for  systematic  counsel. 

2.  Vocational  counsel  is  endorsed  by  the  American  Federation 

of  Labor.  The  most  recent  educational  program  of  that 
organization,  paragraph  2,  reads  as  follows:  "Hearty 
support  should  be  given  the  increasing  demand  for  well- 
considered  methods  of  vocational  guidance  in  our  schools. 

3.  The  best  and  most  specific  example»of  vocational  counsel  is 

the  work  of  the  Federal  Board  for  Vocational  Education 
in  its  rehabilitation  of  the  disabled  service  men.  Each 
man  is  interviewed  by  a  vocational  adviser  regarding  his 
vocation  and  training.  Its  value  in  this  field  is  unques- 
tioned. 

4.  It  is  the  obligation  of  the  state  to  exercise  wardship  over  the 
education  and  employment  of  youths.  It  is  therefore 
concerned  with  the  training  that  will  develop  best  the 
individual  capacities  of  these  youths,  and  with  the  invest- 
ment of  those  capacities  most  suitable  for  expression  and 
growth.  In  exercising  this  wardship  it  has  made  pro- 
vision for  vocational  counsel. 

Question: 

1.  Why  are  all  concerned,  including  youths,  teachers  and  work- 
ers interested  in  vocational  counsel  ? 


58  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

III.  Services  Rendered  by  Counsel  in  Part-time  Education. 

1.  The  aim  of  counsel  is  primarily  to  assist  the  part-time  pupil 

in  formulating  his  plan  for  life,  and  in  furthering  that 
plan  by  education  and  employment  in  a  congenial  and 
stimulating   environment. 

2.  Each  pupil's  plan  becomes  the  basis  for  his  course  of  study. 

Administrators  must  bear  in  mind  the  individual  needs 
in  providing  the  instruction.  Necessarily  the  curriculum 
will  vary  from  time  to  time,  since  the  courses  are  adapted 
to  the  needs  of  the  pupils. 

3.  Society  will  be  benefited  by  having  as  its  citizens  people 

whose  lives  are  properly  motivated.  Among  the  benefits 
may  be  mentioned  an  increased  production  resulting 
from  a  greater  application  of  skill  and  personality,  and 
consequently,  a  better  social  and  vocational  adjustment. 
Questions : 

1.  In  what  way  will  a  plan  for  life  motivate  school  and  work 

activities  ? 

2.  How   will   a   better   social    and   vocational    adjustment   be 

brought  about  by  proper  investment  of  life  interests  ? 

IV.  Functions  of  Vocational  Counsel.     The  functions  of  vocational 

counsel  may  be  considered  in  the  four  ways  in  which  it  is 
exercised : 

A.  Counsel  in  the  selection  of  a  vocation. 

B.  Counsel  regarding  training. 

C.  Counsel  regarding  employment. 

D.  Counsel  in  social  matters. 

A.  Counsel  in  the  Selection  of  a  Vocation 

1.  Three  steps  in  the  selection  of  a  vocation. 

a.  The  discovery  of  the  field  of  interest.    This  field  may  be 
mechanics,  agriculture,  commerce,  the  professions,  or 
some  other  of  the  occupational  groups. 
The  interest  is  discovered  through  the  individual  analysis 
which  aims  at  an  inventory  and  appraisal  of: 
The  ambition  and  aptitudes  of  the  pupil. 
The  interests  and  characteristics  of  the  family. 
The  work  experiences  of  the  pupil  and  his  re- 
sponses. 
The  educational   experience   and   attainments   of 

the  pupil. 
The  leisure  experience  of  the  pupil. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  59 

These  data,  conveniently  recorded,  are  used  by  the  coun- 
sellors for  such  purposes  as  arranging  training  and 
making  employment  adjustments. 

(If  data  obtained  by  the  analysis  is  insufficient  to  deter- 
mine the  life  interest  of  the  pupil  his  vocational  ex- 
perience may  be  increased  by  placement  in  a  finding 
class  or  on  the  job  where  his  reactions  to  the  work 
mav  be  observed.) 

b.  The  second  step  in  the  selection  of  a  vocation  is  the  deter- 

mination of  the  pupil's  capacity  for  growth,  using 
school  as  a  measure,  whether  the  capacity  is  reached 
at  the  sixth  grade,  the  tenth,  the  fourteenth,  or 
whether  he  is  able  to  complete  a  university.  The 
capacity  of  the  pupil  may  be  approximated  by : 

(1)  The  estimate  of  those  who  have  observed  his  re- 

sponses in  school  work. 

(2)  The  estimate  of  those  who  have  observed  his  re- 

sponses in  his  work. 

(3)  The  results  of  empirical  and  psychological  tests. 

c.  The  third  step  is  the  selection  of  the  occupation  in  the 

broad  field  of  interest.  Dairying,  for  example,  is  a 
specific  occupation  in  the  broader  field  of  agriculture. 
This  occupation  generally  becomes  evident  sometime 
after  the  broad  field  of  interest  is  discovered  and  as 
a  result  of  further  experience  in  that  field.  That 
boy,  for  instance,  who  was  always  selling  things  in 
his  boyhood  did  not  become  an  auto  salesman  until 
he  had  seen  a  half  dozen  salesmen  demonstrate  their 
machines  to  his  father. 

2.  Broad  knowledge  of  the  occupational  world  necessary. 
a.  Since  a  pupil  is  expected  to  invest  his  abilities  in  some 
occupation  it  is  advisable  that  he  have  a  knowledge 
of  the  occupational  world  before  he  selects  his  life 
work  or  training.  Especially  should  he  know  the 
various  demands  of  each.  This  information  is  ob- 
tained casually  through  observation,  from  associates 
•  and  by  promiscuous  reading.  It  may  be  obtained 
for  the  pupil  more  specifically  and  fully  through  the 
study  of  occupations. 


60  INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION 

6.  The  survey  of  an  occupation  to  be  of  the  greatest  value 
should  contain  a  description  of  the  processes,  the  lines 
of  promotion,  the  working-  conditions  and  the  quali- 
fications necessary  for  entrance  and  progress. 

Eeferences 

1.  Opportunity  monographs  published  by  the  Federal  Board  for  Vocational 

Education. 

2.  Vocational  surveys  of  Indianapolis  and  Cleveland  and  other  cities. 

3.  The  selection  of  the  vocation. 

a.  With  this  information  at  hand,  and  knowing  the  pupil's 
interests  and  capacities  the  counsellor  assists  the  part- 
time  pupil  to  make  a  selection  of  his  vocation. 
Question: 

1.  To  what  extent  can  the  capacity  of  a  pupil  be  determined 
by  his  study  reports  ?    By  psychological  tests  ? 


B.  Counsel  Regarding  Training 

1.  Experience  has  shown  that  the  average  pupil  is  not  able 

to  select  wisely,  without  advice,  the  training  that  will 
develop  his  -life  interest  best.  This  is  true  of  the  dis- 
abled service  man.  It  is  equally  true  of  the  part-time 
pupil. 

2.  The  individual  needs  of  each  pupil  growing  out  of  his  life 

interest  or  the  work  he  is  engaged  in  will  determine,  for 
the  most  part,  the  training  he  will  receive.  This  may 
be  blue  print  reading,  the  operation  of  a  calculating 
machine,  seed  testing,  algebra,  or  anything  that  will 
increase  vocational  or  civic  skill.  The  counsellor  will 
assist  each  pupil  to  outline  the  training  to  fit  his  indi- 
vidual need. 

C.  Counsel  Regarding  Employment 

1.  Of  the  pupils  who  come  under  the  Part-time  Act : 

Many  will  be  in  process  occupations  with  limited  chances 

for  promotion. 
Some  will  be  misplaced. 
A  few  will  be  in  desirable  positions. 
A  smaller  number  will  be  employed. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  61 

2.  One  of  the  duties  of  the  counsellor  is  to  assist  those  in  the 

process  occupations,  if  their  capacities  permit,  to  rise 
into  positions  that  offer  promise,  those  who  are  misplaced 
to  get  more  suitable  occupations,  and  those  unemployed 
to  find  work. 

3.  It  is  necessary,  therefore,  for  the  placement  counsellor  to 

know: 

a.  The  laws  pertaining  to  juvenile  employment. 

b.  The  regulations  of  the  unions. 

c.  Employment  conditions  and  opportunities. 

His  work  will  necessarily  bring  him  in  close  relationship 
with  employers. 
Question: 

1.  In  what  occupations  are  the  youths  between  the  ages  of  16 
and  18  engaged  as  revealed  by  the  registration  of  minors? 

D.  Counsel  in  Social  Matters 

1.  The  Part-time  Act  provides  for  counsel  in  social  as  well  as 
vocational  matters.  Among  problems  that  affect  the 
vocational  efficiency  of  the  part-time  pupil  are : 

a.  His  relationship  to  the  fraternity  of  his  vocation. 

b.  His  part  in  the  economics  of  production,  distribu- 

tion and  consumption. 

c.  The  care  of  his  physical  machine. 

d.  The  proper  investment  of  his  leisure  time. 

e.  His  relationship  to  social  institutions. 

V.  The  Administration  of  Counsel. 

1.  The  responsibility  for  counselling  should  be  definitely  placed. 

Even  in  small  districts  where  the  counsellors  may  per- 
form other  duties,  care  should  be  exercised  that  coun- 
selling is  not  neglected,  for  it  is  so  essential  to  purpose- 
ful education. 

2.  In  large  cities  one  suggested  arrangement  would  be  to  have 

a  supervisor  of  counsel  with  assistants  for  the  girls  and 
boys  in  the  special  lines  as  agriculture,  commerce,  indus- 
try, and  home  crafts.  The  number  of  these  assistants, 
and  the  degree  of  specialization,  would  depend  on  the 
size  of  the  school  system.  Another  arrangement  for  ad- 
ministration would  be  to  have  the  counselling  function 
through  a  bureau  where  the  work  of  the  counsellors,  in- 
vestigators, attendance  officers,  and  psychologists  could 
be  coordinated. 


62  INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION 

3.  Counselling  in  vocational  matters,  especially  in  the  selection 

of  a  vocation  and  training,  should  precede  the  assign- 
ment of  the  pupils  to  classes.  This  counsel,  according 
to  the  provisions  of  the  act,  must  be  given  to  each  pupil 
individually.  Counsel  in  social  matters  may  be  given 
at  any  time. 

4.  Some  of  the  recognized  qualifications  of  good  counsellors  are 

common  sense,  a  knowledge  of  adolescence,  a  personality 
that  inspires  confidence,  an  ability  to  understand  train- 
ing problems.  These  are  to  bo  Sought  rather  than  tech- 
nical skill  in  the  selection  of  the  counsellors. 

VI.  The  Equipment  Required. 

In  order  that  the  counselling  may  not  be  mere  guess-work  based 
upon  personal  opinion,  the  counsellor  must  have  facilities  at 
hand,  which  will  enable  him  to  give  guidance  of  real  value 
to  the  worker.    Among  these  are : 

1.  The  findings  of  the  Census.     (Carefully  tabulated.) 

2.  The  school  records  of  the  youths. 

3.  The  occupational  records  of  the  youths. 

4.  A  vocational  library. 

5.  A  system  of  record  keeping. 

6.  Equipment  for  making  psychological  tests  and  physical  ex- 

aminations. 

7.  Access  to  the  working  permits  of  the  youths  enrolled. 

8.  Means  of  securing  information   concerning   occupations   of 

the  community. 

VII.  The  knowledge  which  the  counsellor  will  have  of  the  occupational 

needs  of  the  community,  and  of  the  aptitudes  of  the  youths, 
will  enable  him  to  bring  the  boy  and  the  job  together.  The 
steps  will  be : 

1.  Analysis  of  the  field. 

2.  Analysis  of  the  youth. 

3.  Placement  of  the  youth  on  the  job. 

4.  "Follow  up"  work  to  secure  best  results,  and  if  necessary 

to  replace  the  youth  in  another  position. 

VIII.  Suggested  Record  Card.     Regardless  of  how  the  function  of 

'  counsel  is  discharged,  in  every  system  where  any  considerable 
number  of  part-time  youths  are  enrolled,  a  record  system  will 
have  to  be  devised.  The  card  here  reproduced  will  be  sug- 
gestive of  the  fields  which  should  be  covered  and  about  which 
records  should  be  made. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  63 

1.  This  record  card  is  designed  for  two  major  purposes : 

a.  To  inventory  the  information,  physical,  educational,  occu- 
pational, and  moral  about  each  pupil  as  obtained  by 
the  counsellor.  This  is  to  be  the  personal  analysis 
sheet  by  which  the  pupil  and  counsellor  are  assisted 
in  arriving-  at  a  wise  selection  of  a  vocation. 

v.  The  card  serves  the  purpose  of  educational  direction  as 
well  as  vocational  selection.  To  conveniently  and 
quickly,  and  at  any  time  know  those  who  would  need 
certain  instruction,  in  order  that  administrators 
might  provide  the  desired  instruction. 

2.  The  items  from  which  the  time  and  nature  of  training  are 

determined  are  so  arranged  that  they  may  be  flagged 
along  the  upper  margin  of  the  card.  By  glancing 
down  the  card  file  one  may  readily  see  the  status  of  the 
pupils  concerned.  If  for  instance,  one  wished  to  offer 
a  class  for  agricultural  workers  who  had  less  than  a 
seventh  grade  education,  at  the  time  when  their  work 
was  slack,  say  January  and  February,  the  files  would 
indicate  the  group. 

3.  Abstracts  of  these  cards  may  be  furnished  the  instructors 

for  the  pupils  in  their  charge,  thus  enabling  them  to 
know  the  pupils  and  provide  the  instruction  that  will 
meet  their  needs.  Part-time  education  should  be  for 
the  most  part  individual. 
i.  The  card  will  also  be  of  assistance  to  the  placement  depart- 
ment in  finding  work  suitable  to  the  capacities  of  the 
pupils,  and  in  making  work  adjustments. 

Questions: 

1.  Why  may  the  technical  instructors  not  be  the  best  qualified 

for  vocational  counselling? 

2.  To  what  extent  may  the  counsellor  be  a  coordinator  between 

the  school  and  the  industry? 

Eeferences 

1.  Headings  in  Vocational  Guidance,  Bloomfield. 

2.  The  Vocational  Guidance  Movement,  Brewer. 

3.  The  Vocational  Summary,  Federal  Board  for  Vocational  Education. 

4.  Vocational  Civics,  Giles  and  Giles. 


64 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


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INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 


65 


Topic  IX 

PART-TIME    EDUCATION    IN    INDUSTRY— ORGANIZATION 

AND  ADMINISTRATION 

Prepared  by  C.  L.  Jacobs 

In  connection  with  this  topic  read,  ' '  Kailroad  Administration  Favors  Part-time 
Education,"  by  Arthur  E.  Holder,  Appendix  III,  and  "Printers  Agree  to  Student 
Apprentices  as  a  New  Method  of  Securing  High  Grade  Help,"  Appendix  III. 

I.  The  Types  of  Industrial  Activities  in  Which  Persons  in  Califor- 
nia Are  Engaged. 

Under  this  topic,  the  aim  is  to  give  a  general  picture  of  the  indus- 
trial situation  and  describe  the  various  types  of  part-time 
industrial  classes  which  might  be  established,  and  deal  with 
general  problems  of  administration  and  organization. 

While  changes  have  taken  place  in  the  vocational  aspects  of 
California  within  the  ten  years  since  the  last  census,  a  survey 
of  the  distribution  of  the  working  population  of  the  state 
engaged  at  that  time  in  manufacturing  and  mechanical  pur- 
suits will  aid  in  estimating  the  possible  status  of  the  indus- 
trial distribution  today. 

Industrial  occupations  in  California  in  which  1000  or  more  per- 
sons were  engaged  and  the  number  engaged  in  each  in  1910 : 


MANUFACTURING  AND  MECHANICAL 

PURSUITS  Total 

Apprentices,  building  and  hand  trades 1,153 

Other    apprentices    2,795 

Bakers  3,900 

Blacksmiths,  forgemen,  hammermen 10,270 

Boilermakers   1,783 

Brick  and   stone  masons 3,368 

Builders,   building   contractors 10,412 

Cabinetmakers  _.  1,830 

Carpenters    37,143 

Compositors,  linotypers,  typesetters 4,582 

Dressmakers,  seamstresses  (not  in  factory)  14,151 

Electricians,   electrical   engineers 8,331 

Engineers   (stationary)    11,161 

Firemen    (except  locomotive   and   fire   department)  3,310 

Foremen,  overseers    (manufacturing)  3,231 

Jewelers,  watchmakers,  silversmiths,  goldsmiths 1,203 


Male 

Female 

1,153 

2,339 

456 

3,755 

145 

10,269 

1 

1,783 

3,368 

10,353 

59 

1,829 

1 

37,140 

3 

4,168 

414 

37 

14,114 

8,326 

5 

11,160 

1 

3,310 

3,003 

228 

1,175 

28 

66  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

Total 

Laborers  -.- 6 1 ,854 

Building  and  hand  trades 38,896 

Clay,  glass  and  stone  industries 4,241 

Iron  and  steel  industries 2,957 

Lumber  and  furniture  industries 5,038 

Fish,  curing  and  packing 1,243 

Other   industries   9,479 

Machinists,   millwrights,    toolmakers 13,395 

Managers,   superintendents    (manufacturing)  3,196 

Manufacturers    and    officials 8,609 

Mechanics  (not  otherwise  specified)  1,234 

Milliners,  millinery  dealers 4,255 

Molders,  casters,  founders   (metal)  1,808 

Painters,  glaziers,  varnishers,  etc 12,237 

Plasterers  2,207 

Plumbers,  gas  and  steam  fitters 7,063 

Semi-skilled   operatives   35,026 

Cigar  and  tobacco  factory 1,364 

Clay,  glass  and  stone  industries 1,402 

Food  industries  4,567 

Iron  and  steel  industries 6,747 

Liquor  and  beverage  industries 1,506 

Lumber  and  furniture  industries 5,118 

Other  industries   14,322 

Sewers,  sewing-machine  operators  (factory)  2,466 

Shoemakers,  cobblers  (not  in  factory)  2,630 

Tailors,  tailoresses  6,394 

Tinsmiths,   coppersmiths   1,181 

Other    occupations    17,077 


Male 

Female 

60.905 

949 

38,494 

402 

4,215 

26 

2,947 

10 

5,005 

33 

1,241 

2 

9,003 

476 

13,394 

1 

3,148 

48 

8,327 

282 

1,233 

1 

202 

4,053 

1,804 

4 

12,213 

24 

2,207 

7,063 

29,306 

5,720 

1,153 

211 

1,359 

243 

3,027 

1,540 

6,668 

79 

1,477 

29 

4,724 

394 

10,898 

3,424 

472 

1,994 

2,619 

11 

4,960 

1,434 

1,181 

12,621 

4,456 

Totals    299,255         264,823        34,432 

II.  Youths  May  be  Trained  for  Industrial  Work  in  Any  of  the  Fol- 
lowing Types  of  Schools. 

1.  All-day  schools  or  classes,  which  have : 

a.  Unit  trade  classes. 

(1)   These    give    pre-employment    training    in    distinct 
trades. 

b.  General  industrial  classes: 

(1)   Permitted  in  cities  of  less  than  25,000  only. 

2.  Part-time  schools  or  classes  may  give : 

a.  Trade  preparatory  courses.  (See  Topic  V,  Section  VI,  3.) 
( 1 )   Skill  and  knowledge  in  a  trade  new  to  the  youth. 

J).  Trade  extension  courses.  (See  Topic  V,  Section  VI,  2.) 
(1)   Further  training  in  the  trade  pursued  by  the  youth. 

c.  General  continuation  schools  or  classes.     (See  Topic  V, 

Section  VI,  1.) 


INTRODUCTORY    COURSE   ON   PART-TIME    EDUCATION  67 

(1)  Instruction  which  is  a  continuation  of  the  work  of 

the  common  schools. 

(2)  Instruction  aiming  to  enlarge  the  civic  intelligence. 

(3)  "Work  designed  to  help  in  the  choice  of  a  vocation. 
3.  Evening  schools  may  give. 

a.  Trade  extension  instruction. 

(1)   Advanced  work  in  the  trade  pursued  during  a  day. 
1).  Instruction  in  related  subjects. 

(1)  "Work  in  subjects  supplemental  to  the  work. 

III.  Characteristics  Distinctive  of  Each  Type  of  School  or  Class. 

ALL-DAY  CLASSES 

1.  The  unit  trade  class  is  adapted  to  localities  where  there  is  a 

demand  for  workers  of  a  given  trade  or  industry  suf- 
ficient to  insure  the  absorption  of  those  traned.  The 
instruction  is  distinctly  pre-employment  training  for 
youths  who  have  determined  definitely  upon  the  occu- 
pation to  be  followed.  The  length  of  the  courses  may 
vary  all  the  way  from  one  to  four  years.  Reports  seem 
to  indicate  that  over  the  country,  most  of  the  courses 
extend  over  a  period  of  two  years. 

2.  The  general  industrial  class  is  adapted  to  localities  of  a  popu- 

lation of  25,000  or  under,  which  are  not  largely  devoted 
to  some  specific  industrial  production.  In  the  general 
industrial  school,  workers  of  all-around  mechanical  abil- 
ity are  developed  rather  than  workers  of  specialized  skill. 

PART-TIME  INDUSTRIAL  CLASSES 
1.  Relative  to  education  for  industry,  part-time  classes  are  de- 
signed to  give : 
a.  Trade  continuation  work,  supplemental  to  daily  employ- 
ment planned  to  lead  to  advancement  and  promotion 
in  the  occupation  in  which  the  youth  is  engaged. 
(1)   Youths  are  grouped  according  to  trades,  or  if  neces- 
sary, according  to  allied  trades. 
1).  Trade  preparatory  work,  to  help  youths  discover  lines  of 
interest,  and  train  them  for  occupations,  other  than 
the  ones  in  which  they  are  engaged. 
(1)   Youths  are  grouped  according  to  interests. 
c.  General  continuation  school  work  which  includes  instruc- 
tion    in    citizenship     and     health,     common     school 
branches,  and  finding  courses,  as  provided  also  under 
(b)  above. 


68  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

(1)   Youths  are  grouped  on  the  basis  of  general  educa- 
tion deficiencies. 
2.  A  part-time  class  may  be  conducted  upon  a  basis  of : 

a.  A  few  hours  per  week  in  school. 

b.  Half  time  at  school  and  half  time  at  the  industry. 

c.  A  dull  season  basis. 

EVENING  INDUSTRIAL  SCHOOL 

1.  The  evening  classes  are  intended  mainly  for  persons  over  six- 
teen years  of  age,  who  desire  to  extend  their  skill  and 
knowledge  in  the  trade  being  pursued  during  the  day. 
The  evening  class  may  be  one  of  two  types,  namely,  shop 
classes,  or  related  subject  classes.  The  latter  type  give 
instruction  in  drawing,  mathematics,  science,  textiles, 
etc.,  which  may  be  directly  related  to  the  trade,  and  the 
course  is  designed  to  fit  each  specific  trade. 

IV.  The  Plant  for  Part-time  Instruction  in  Industry. 

1.  In  projecting  a  scheme  of  part-time  industrial  education,  it 

is  important  to  carefully  consider  among  other  things  the 
plant  for  housing  work. 

2.  The  two  types  of  work  to  be  provided  for,  namely : 

a.  Shop    instruction    involving   primarily   the   handling   of 

tools,  the  operation  of  machines  and  the  manipula- 
tion of  materials. 

b.  Supplementary  instruction  which  includes  instruction  in 

such  subjects  as  drawing,  science  and  mathematics. 

3.  It  is  self-evident  that  the  problem  of  providing  for  the  hous- 

ing of  the  manual  instruction  is  by  far  the  more  serious 
one.  The  bases  for  determining  where  the  instruction 
shall  be  housed  are  : 

a.  Convenient  to  the  place  of  emploj-ment. 

b.  Availability  of  space  for  instruction  purposes. 

c.  Possibility  of  having  the  necessary  equipment. 

4.  Instruction  may  be  given : 

a.  In  the  school  building. 

b.  In  the  industrial  plant. 

c.  In  a  room  hired  for  the  purpose. 

d.  In  a  room  donated  for  the  purpose. 

(1)  In  some  association  building. 

(2)  By  some  organization  interested  in  local  develop- 

ment. 


INTRODUCTORY    COURSE   ON   PART-TIME    EDUCATION  69 

V.  The  Equipment  that  is  Necessary. 

1.  It  is  imperative  that  for  the  very  practical  purposes  of  part- 

time  education  the  equipment  employed  in  giving  the 
manual  instruction  shall  be  as  nearly  identical  with  that 
of  the  commercial  shop  as  conditions  will  permit. 

2.  The  equipment  necessary,  depends  upon  three  conditions : 

a.  The  group  which  is  to  receive  the  instruction. 

b.  The  character  of  the  proposed  course  of  study. 

c.  The  method  of  instruction  to  be  employed. 

3.  For  Occupational  Finding  courses  in  industry  the  equipment 

should  be  so  designed  as  to  make  it  possible  to  give  work 
in  electricity,  mechanics,  wood  work,  printing,  metal 
working,  etc.  The  enlarged  manual  training  shop  may 
be  suitable  for  this  purpose. 

4.  For   Occupational    Continuation   work   in   industry,    equip- 

ment should  be  as  nearly  identical  with  that  of  the  com- 
mercial shop  as  possible. 

VI.  The  Qualifications  of  the  Part-time  Teacher  in  Industry. 

1.  For  Trade  Finding  courses  (Occupational  Preparatory),  the 

teacher  must  be  a  person  who  knows  the  elements  of  a 
considerable  number  of  trades,  and  who  will  be  able 
to  organize  shop  instruction  on  the  basis  of  the  interests 
of  those  enrolled.  Manual  training  teachers  would  be 
eligible  for  this  group. 

2.  For  Trade  Continuation  courses : 

a.  The  applied  subjects  teacher  who  does  the  trade  manipu- 
lative work. 
(1)   The  California  regulations  make  the  requirements 
for  certification  for  applied  subject  teachers : 

(a)  Age  attainment  of  24  years  or  over. 

(b)  No  less  than  three  years'  journeyman  experience, 

or  its  equivalent  where  the  term  journeyman 
does  not  apply,  on  top  of  a  full  apprenticeship 
in  the  trade. 

(c)  Health,  and  no  physical  defects  which  would  im- 

pair fitness  for  the  teaching  service. 

(d)  A  moral  character  equal  to  the  standards  for 

teachers. 

(e)  General  civic  and  current  information. 
(/)   Teaching  experience  or  teacher  training. 


70 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 


(2)  Those  lacking  in  the  teacher  training  are  required  to  take 
a  training  course  of  no  less  than  280  hours  about  as  fol- 
lows: 


COURSE   OF   TRAINING   FOR  APPLIED-SUBJECT   TEACHERS 


Applied  Work 
Assigned  observation 
Reports  on  observation 
Discussion  of  reports 

Students  assigned  to  assistant  teaching 
Reports  and  discussions 

Provision  made  for  each  student  to 
conduct  own  class 

Student  submits  plans  to  supervisor 

Supervisor  attends  presentation  of 
lesson 

Teacher's  meetings  held  by  super- 
visor 


Class  Work 

Trade  study  and  analysis 

Methods  of  teaching 

Lesson  planning 

Organization  of  teaching  material 

Instructional  management 

Determining  teaching  achievement 

Teacher 's  responsibilities 

Growth  of  vocational  education 
Status  of  vocational  education 
Smith-Hughes  work 
State  vocational  scheme 

Contents  of  the  supplemental  subjects 
Methods  of  teaching  them 
Allotment  of  time  to  each 
Ways  of  correlation 

(3)  The  applied  subject  class  may  be  taught  only  by  "A 
teacher  holding  a  regular  or  special  certificate 
authorizing  him  to  teach  his  subject,  and  in  addi- 
tion thereto  a  state  board  credential  of  the  voca- 
tional arts  type  in  the  industry  or  trade  in  which 
the  course  is  designed  to  prepare." 
b.  The  supplemental  subject  teacher. 

(1)  The  teacher  of  a  supplemental  subject  should  be  one 

who  has  had  some  practical  experience  in  the  trade 
or  trades  to  which  the  subject  is  to  be  related,  and 
who,  besides  knowing  how  to  teach,  is  a  master 
of  the  supplemental  subject. 

(2)  Where  a  teacher  such  as  described  above  cannot  be 

be  found,  the  following  qualifications  should  be 
required : 
(«.)  Ability  to  deal  sympathetically  with  the  type 
of  adolescent  who  is  attracted  by  a  manual 
career. 
(6)   Industrial  participation  sufficient  to  give  a  first 
hand  contact  with  the  trades  which  the  subject 
is  to  supplement. 


INTRODUCTORY    COURSE   ON   PART-TIME    EDUCATION  71 

(3)   111  this  state  supplemental  subjects  may  be  taught 
by: 

(a)  A  holder  of  a  vocational  arts  type  certificate 
who  may  teach  the  subjects  supplemental  to 
his  trade  or  industrial  pursuit. 

(&)  A  holder  of  a  special  certificate  in  one  or  more 
of  the  supplemental  subjects. 

(c)  A  holder  of  a  general  high  school  certificate  who 
Jias  in  addition  thereto  a  State  Board  creden- 
tial authorizing  certification  in  any  one  or 
more  of  the  supplemental  subjects. 

c.  The  coordinator. 

(1)  As  close  correlation  between  school  work  and  shop 

work  in  all  vocational  courses  for  part-time 
students  is  of  vital  importance,  it  is  desirable  that 
someone  keep  in  touch  with  the  work  of  youths 
both  in  school  and  at  work.  This  work  of  correla- 
tion may  be  carried  on  by  a  special  coordinator 
or  by  the  trade  teacher. 

(2)  In  this  connection  it  is  interesting  to- note  that,  last 

year,  in  order  to  encourage  the  establishment  and 
development  of  part-time  education  and  to  pro- 
vide for  the  proper  correlation  between  the  wage- 
earning  occupations  and  the  part-time  schooling, 
the  Federal  Board  ruled  that  "Instructors  in 
part-time  schools  and  classes  .  .  .  may  serve  as 
coordinators"  for  the  purpose  of  supervising  or 
correlating  "the  class  instruction  and  the  prac- 
tical experience  of  part-time  pupils." 

VII.  The  Character  of  the  Course  of  Studj^. 

1.  No  one  course  is  suitable  for  all  communities. 

a.  Each  course  must  be  designed  to  meet  the  demands  of 

the  local  building  and  industrial  conditions. 

b.  It  must  be  suited  to  the  specific  needs  of  the  various  indi- 

viduals who  take  the  work. 

(Note. — The  limited  time  spent  by  part-time  students  in 
school  makes  individual  adjustment  imperative.) 

c.  It  must  be  accommodated  to  the  conditions  provided  for 

the  instruction. 


72  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

2.  To  insure  a  good  practical  course  it  would  be  well  to  have  for 
each  trade  an  advisory  committee  composed  of: 

a.  Journeymen  of  the  trade. 

b.  Employers  of  such  journeymen. 

c.  Educators  concerned  in  administering  the  specific  trade 

course. 
Questions: 

1.  If  a  youth  desires  to  prepare  for  work  for  which  the  coun- 

sellor thinks  he  is  unsuited,  shall  the  school  give  him  the 
course  he  wants? 

2.  In  what  kinds  of  classes  will  individual  instruction  be  essen- 

tial? 

Eeference 
Bulletin  No.   19,  Federal  Board  for  Vocational  Education. 


INTRODUCTORY    COURSE   ON   PART-TIME    EDUCATION  73 


Topic  X 

PART-TIME   EDUCATION  IN  INDUSTRY— SUGGESTED 

COURSES 

Prepared  by  C.  L.  Jacobs 

In  connection  with  this  topic,  read,  "West  Virginia's  Part-time  Schools  for 
Coal  Miners,"  Appendix  IV;  "The  Dayton  Part-time  Trade  Extension  School  for 
Apprentices,"  by  C.  G.  Sharkey,  Appendix  IV;  and  "The  Dayton  Cooperative 
Industrial  High  School, "  by  K.  G.  Smith,  Appendix  IV. 

Under  this  topic  the  aim  is  to  give  general  suggestions  and  illus- 
trations of  the  various  types  of  instruction  which  may  be  given  to 
youths  in  the  part-time  trade  and  industrial  group.    This  will  include : 

1.  Trade  preparatory  instruction. 

a.  Trade  finding  work. 

b.  Trade  training  work. 

2.  Trade  continuation  instruction. 

a.  Applied  subject  work. 

/;.  Supplemental  subject  work. 

I.  Trade  Preparatory  Instruction. 

1.  When  the  object  is  finding  the  work  for  which  the  youth  is 
most  interested  and  best  suited : 

a.  The  course  could  assume,  very  largely,  the  character  of 

prevocational  work. 

b.  The  course  may  be  organized  to  be  conducted : 

(1)   In    school:    in    which    case,    the    shop    should    be 
equipped  and  the  course  organized  to  provide  ex- 
perience in  a  number  of  trade  groups.     For  ex- 
ample,   the    woodworking    group,    the    electrical 
group,  etc.     The  object  should  be  to  determine 
capacity  and  interest  rather  than  to  develop  skill. 
The  experience  should  be  gained  in  work  having 
an  appreciable  relationship  to  that  of  the  industry 
represented. 
(Note. — As  soon  as  the  field  of  interest  and  aptitude  is 
determined,  the  school  should  endeavor  to  obtain  em- 
ployment for  the  youth  in  the  field.     His  training 
thereafter  becomes  trade  continuation.    If  the  desired 


74  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

employment  is  obtained  there  should  be  an  endeavor 
to  secure  for  the  youth  no  less  than  eight  hours  of 
part-time  education.) 

(2)   In  cooperation  with  industrial  concerns. 

(a)  A  number  of  representative  plants  may  be  in- 
duced to  agree  to  an  arrangement  for  doing 
this  finding  work. 

(&)  The  plan  in  Racine,  Wisconsin,  provides  for  ex- 
perience work  in  baking,  printing,  barber 
work,  etc.,  with  some  one  in  the  shop  on  the 
pay-roll  of  this  school  who  is  charged  with 
the  responsibility  of  supervising  the  youths. 

(c)  This  plan,  under  proper  conditions,  may  offer 
the  following  advantages : 

(1)  Work  in  all  the  principal  occupations  of  the 

community.  The  school  will  be  able  to  pro- 
vide only  for  a  few  of  the  most  important 
ones. 

(2)  The  try-out  in  this  plan  is  carried  on  under 

actual  working  conditions. 

(3)  Youths  who  show  interest  and  ability  may 

thus  find  immediate  employment  in  the  de- 
sired work. 

2.  When  the  object  is  definite  training  for  a  trade  or  industrial 
occupation. 
a,  The  instruction  properly  conducted  should  include  both : 

(1)  Applied  subject  work. 

(2)  Supplemental  subject  work. 

5.  All  who  have  studied  the  problem  in  detail,  entertain 
doubts  as  to  the  efficacy  of  such  a  part-time  course,  the 
time  being  too  short.  For  example,  for  several  unit 
trade  courses  like  printing,  machine  shop  practice,  it 
has  been  found  that  not  much  less  than  4800  hours 
or  over  two  years  of  50  weeks  of  five  and  a  half  eight 
hour  days  per  week  are  necessary  to  cover  a  full 
course. 

II.  Trade  Continuation  Instruction — Principles  of  Organization. 

1.  Since  this  work  is  for  youths  only,  who  are  already  employed 
in  the  desired  occupation,  the  instruction  must  be  directly 
supplemental  to  the  youth's  daily  employment. 


INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION  75 

2.  Owing  to  the  limited  amount  of  time  available,  the  instruc- 

tion should  be  of  the  character  of  a  short  unit  course 
rather  than  to  attempt  a  unit  trade. 

a.  The  unit  trade  course  aims  to  cover  a  complete  trade  in 

both  applied  and  supplemental  work.  Thus  for  ex- 
ample, a  complete  machine-shop  practice  course  might 
cover:  assembling,  bench  work,  floor  work,  shaper 
work,  graining,  milling  machine  work,  tool  making. 
It  would  include  also,  all  the  work  in  drawing,  science 
and  mathematics  related  to  those  processes. 

b.  The  short  unit  course  aims  to  give  perfection  in  one  small 

branch  of  a  trade.  Thus,  for  example,  any  of  the 
above  divisions  of  the  complete  machine-shop  practice 
course,  lathe  work  for  instance,  might  be  the  subject 
of  a  short  unit  course.  It  would  include  training  in 
plain  turning,  thread  turning,  mandrel  work,  chuck 
work,  face  plate  work,  and  those  phases  of  the  sup- 
plemental subject  that  have  direct  application. 

3.  The  applied  trade  or  shop  work. 

a.  The  applied  work  should  approach  in  character  the  work 

of  the  commercial  shops. 

b.  The  work  should  be  produced  as  nearly  as  possible  on 

the  efficiency  basis  of  the  industry. 

c.  The  things  produced  should  have  a  marketable  value. 

d.  The  instruction  should  be  largely  individual,   and  the 

method  should  be  similar,  in  the  main,  to  the  best 
apprenticeship  practice. 

e.  The  commercial  shop  atmosphere  should  prevail  up  to  a 

point  not  inconsistent  with  the  best  interest  of  the 
student. 
/.  The  cost  of  manual  instruction,  at  best,  is  usually  far 
above  the  cost  of  other  kinds  of  instruction.  It  is 
therefore,  essential  to  find  a  way  of  maintaining  the 
manipulative  aspect  of  part-time  education  at  a  mini- 
mum of  cost,  while  yet  complying  with  the  require- 
ment that  the  work  be  of  a  useful  and  productive 
character.  To  do  this,  it  is  advisable  to  have  the 
pupils  work  on : 

(1)  Jobs  on  the  local  plant. 

(2)  Repairs  for  the  school  department. 

(3)  Contracts  not  in  competition  with  local  labor  and 

not  unreasonably,  if  at  all,  below  the  market  price. 


76  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

4.  The  character  and  content  of  the  supplemental  subject  work. 

a.  The  English  course. 

( 1 )  It  should  draw  its  material  for  reading  largely  from 

scientific  and  technical  literature  dealing  with  the 
materials,  processes  and  products  of  the  trade, 
also  with  the  history  and  present  status  of  indus- 
try, including  the  prevailing  method  of  business 
management  as  applied  to  that  industry. 

(2)  The  composition  should  include  application  for  posi- 

tions, business  letters,  forms  used  in  the  industry, 
and  also  social  correspondence. 

b.  The  science  course. 

(1)  It  should  not  attempt  to  cover  a  logical  survey  of 

science  as  a  whole ;  it  should  draw  its  subjects  for 
instruction  from  the  particular  trade,  to  which, 
in  each  case,  it  is  to  be  applied. 

(2)  Thus,  for  example,  the  science  for  machinists  would 

include  such  subjects  as  : 

(a)  The  general  properties  of  metals. 

(b)  Different  methods  of  shaping  metals. 

(c)  Elements  of  mechanics. 
(cl)   Strength  of  materials, 
(e)  Heat  treatment  of  steel. 

c.  The  mathematics  course : 

(1)  It  should  draw  upon  no  particular  branch  of  mathe- 

matics alone,  but  upon  any  and  all  in  so  far  as 
they  apply  to  the  particular  trades  of  the  indi- 
vidual. 

(2)  Arithmetic,    mensuration,    geometry    and    algebra 

should  each  be  included  without  attempts  to 
classify  the  kind. 

(3)  Where  formulas  are  employed  in  the  trade  work 

they  should  form  a  part  of  the  mathematics. 

(4)  Where  geometry  is  used  in  the  course  of  the  daily 

occupation,  it  should  be  included. 

(5)  If  a  special  device. (as  for  example,  the  steel  framing 

square  in  carpentry)  has  to  be  used  in  making 
short  cut  calculations,  then  the  mathematics 
course  should  give  a  place  to  it. 

(6)  The  course  should  equip  the  pupil  with  all  the  essen- 

tial short  cuts  in  figures  employed  in  the  trade. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  77 

Thus,  for  example,  in  electrical  work  the  mathe- 
matics should  include  such  instruction  as : 

Systems  of  measuring,  which  should  include 
linear  measure,  wire  sizes,  wattage,  voltage, 
kilowat  hours. 
Converting  from  one  system  to  another,  which 
should  include  the  use  of  tables  of  equiva- 
lents, insurance  tables,  etc. 
Laying  off  construction,  which  should  include 
locating  points,  drops,  etc.,  and  transfer- 
ring angles  from  blue  prints. 
d.  The  drawing  course. 

(1)  It  should  deal  with  problems  growing  out  of  the  par- 

ticular trade. 

(2)  The  work  in  this  subject  should  include  only  such 

drill  as  is  essential  to  ready  interpretation  and 
clear  and  effective  expression  in  the  field  of  ortho- 
graphic projection. 

(3)  It  will  be  seen  from  this  that  while  certain  principles 

of  projection  are  needed  by  both  the  carpenter 
and  machinist,  the  former  would  deal  with  a  type 
of  mechanical  drawing  of  an  architectural  char- 
acter, while  the  latter  would  be  concerned  chiefly 
with  mechanical  drawings  relating  to  machine 
design. 

5.  The  half-time  instruction  and  half-time  employment  plan. 

a.  The  allotment  of  time. 

(1)  Members  of  half-time  classes  must  devote  not  less 

than  three  hours  to  "supplemental  and  other 
academic  work  in  class  or  school,  and  no  less  than 
three  hours  to  employment  as  apprentices  in  the 
trade  or  industry  for  which  preparation  is  being 
made. ' ' 

(2)  The  apportionment  of  time  may  be  provided  for  on 

an  alternate  daily,  weekly,  or  biweekly  schedule. 

b.  The  half-time  courses  may  be  given  within  the  school 

building.  In  that  case  the  pupils  may  spend  half  the 
time  in  applied  work  and  the  other  half  in  supple- 
mental and  other  desirable  subjects. 

c.  The  school  may  arrange  for  cooperation  with  some  em- 

ployer who  will  agree  to  employ  two  youths  for  the 


(8  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

one  job.  While  for  example,  boy  "A"  is  in  school, 
boy  "B"  is  at  work  and  vice  versa,  the  periods  of 
alternation  having  previously  been  arranged.  This 
cooperative  scheme  calls  for  the  employment  of  some 
one  to  coordinate  the  study  in  the  school  and  the 
work  in  the  shop.  In  some  places  the  shop-teacher 
is  assigned  the  duties  of  coordination,  and  at  other 
places  a  special  coordinator. 
A  cooperative  agreement  to  be  satisfactory,  should  meet 
the  approval  of  the  employer  concerned,  the  labor 
union  involved,  and  the  local  board  of  education.  It 
should  make  clear: 

(1)  How  long  the  apprenticeship  period  will  last. 

(2)  What  instruction  will  be  given  during  that  term. 

(3)  The  division  of  time  for  work  and  study. 

(4)  What  scale  of  wages  will  prevail  during  the  learning 

period. 

(5)  Who  shall  be  responsible  for  coordinating  the  study 

and  the  work. 

III.  Trade  Continuation  Instruction — Examples  of  Courses. 

1.  Example  of  an  apprentice  class  in  carpentery  run  on  a  dull 

season  basis.  It  is  the  result  of  a  cooperative  agreement 
between  the  employer  and  the  labor  union.  Apprentices 
attend  during  the  months  of  January,  February,  and 
March.  They  receive  the  amount  of  wages  agreed  upon 
in  the  apprenticeship.  The  following  are  the  subjects 
taught  with  the  allotment  of  time  for  each. 

Carpentry  shop  work 90  minutes  daily 

Drawing   90  minutes  daily 

Trade  mathematics  45  minutes  daily 

English  and  history 45  minutes  daily 

Study  period  45  minutes  daily 

2.  Example  of  a  course  for  messenger  boys  in  Cincinnati,  Ohio  : 

Attendance  of  two  groups  of  boys  on  alternate  weeks. 

•Four  hours  per  day. 
Age,  between  15  and  18  years. 
Course : 

Spelling,  English. 

Use  of  typewriter. 

Study  of  Morse  Code  and  instrument  operating. 

Civics. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  79 

Teacher — One   teacher  handles   all   subjects,    including 
telegraphy.     She  is  a  skilled  operator. 

Result  of  instruction. 

Messengers  who  pursue  the  work  for  two  years  be- 
come eligible  for  beginning  places  as  telegraphers. 

3.  Example  of  a  Plumber's  Apprentice  Course.    This  course  is 

maintained  in  Chicago  by  agreement  between  the  Plumb- 
ers'  Union  and  the  Master  Plumbers'  Association.  It 
provides  for  a  three  year  apprenticeship,  during  which 
time  the  apprentice  spends  three  years  and  a  half 
weekly  for  forty  weeks  per  year  in  the  Lane  Tech- 
nical High  School.  The  chairman  of  the  educational 
committee  of  the  Union  visits  the  class  to  give  suggestions 
to  the  teacher  and  to  see  how  the  work  is  progressing. 
Apprentices  are  fined  for  lack  of  attendance.  The  course 
includes : 

Mathematics  as  applied  to  plumbers. 

Science  as  applied  to  plumbers. 

Industrial  history. 

English. 

Drawing. 

Two  instructors  are  employed ;  one  devoting  all  his  time 
to  drawing  while  the  other  gives  instruction  in  the  re- 
mainder of  the  course.  The  visiting  chairman  of  the 
Union  Education  Committee  acts  as  the  coordinator. 

4.  Example  of  a  full  time  course  in  carpentry,  which  contains 

suggestive  units  for  part-time  classes.  This  course  is 
given  at  the  Dun  woody  Institute,  on  a  two  year  basis. 
The  students  attend  for  seven  hours  each  day,  five  days 
a  week  for  ten  months  of  the  year.  For  part-time  educa- 
tion any  one  or  more  of  the  separate  units  of  instruction 
might  be  used,  the  need  of  the  particular  individuals  in 
the  class  being  the  determining  factor. 

a.  Shop  work: 

(1)  Names,   uses   and   care   of   different   wood-working 

tools  as  they  are  called  for  in  the  work. 

(2)  Making  the  common  joints  with  which  the  carpenter 

must  be  familiar. 

(3)  Use  of  the  steel  square. 

(4)  House  and  roof  framing;  scaffold  building  and  stair 

building. 


80  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

(5)  Preparation*  and  erection  of  interior  trim  and  cab- 

inet work. 

(6)  Use,  care  and  adjustment  of  woodworking  machin- 

ery such  as  circular  and  band  saws,  mortising  and 
moulding  machines,  planers  and  wood  lathes. 

(7)  Lectures  on  and  installing' of  builders'  hardware. 

b.  Drawing: 

(1)  Sketching  and  freehand  lettering. 

(2)  Construction  of  geometrical  problems  related  to  the 

trade. 

(3)  Orthographic  and  isometric  projections. 

(4)  Building  details  covering  construction. 

(5)  Working  drawings. 

(6)  Tracing  and  blueprinting. 

(7)  Building  regulations,  plan  reading  and  the  drawing 

of  specifications. 

c.  Applied  science : 

(1)  Structure  and  properties  of  various  woods. 

(2)  Strength  of  material. 

(3)  Strength  of  joints,  girders,  studding. 

(4)  Holding  power  of  nails,  screws,  bolts,  and  glue. 

(5)  A  study  of  trusses. 

(6)  Strength  added  by  bridging  wind  pressure  on  build- 

ings, snow  loads  on  roofs,  floor  loads. 

(7)  Effects  of  heat  and  moisture  on  wood. 

(8)  Protective  coatings  such  as  paints,  oils  and  creosote. 

(9)  Fireproofing,  insulation. 

(10)  Derricks  and  hoisting  machinery. 

(11)  Action  of  grindstones,  emery  wheels  and  oilstones. 

d.  Mathematics : 

(1)  Board  measure,  and  shop  methods  of  measuring. 

(2)  Areas  of  surfaces. 

(3)  Cubic  measure. 

(4)  Geometrical   problems  involved  in  house   framing, 

roof  construction  and  stair  building. 

(5)  The  use  of  the  steel  square. 

(6)  Use  of  formulas. 

(7)  Calculation  of  line,  quantity  of  material  and  costs 

for  various  problems  of  construction. 

(8)  The  keeping  of  simple  accounts. 

e.  English,    civics,    economics    and    industrial    history   and 

hygiene  of  the  trade. 


INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION  81 


Topic  XI 
PAKT-TIME  EDUCATION  IN  AGRICULTURE 

Prepared  by  F.  L.  Griffin,  Associate  Professor  of  Agricultural  Education,  and 

S.  H.  Dadisman,  Assistant  Professor  of  Agricultural  Education, 

University  of  California. 

In  connection  with  this  topic  read,  "Instruction  in  Vocational  Agriculture  in 
Wood  County,  Wisconsin,"  by  W.  S.  Welles,  Appendix  IV. 

I.  The  Part-time  Act  as  Related  to  Agriculture. 

1.  Under  the  compulsory  Part-time  Act,  agricultural  education 

for  boys  between  the  ages  of  16  and  18  may  be  provided. 

2.  Agricultural  education  may  serve  two  purposes. 

a.  To  help  youths  discover  whether  or  not  they  are  inter- 

ested in  becoming  agricultural  workers. 

b.  To  train  for  more  skillful  and  intelligent  work  on  the 

farm,  boys  who  are  already  so  employed. 

II.  The  Importance  of  Agricultural  Training. 

1.  According  to  the  1910  U.  S.  Census  Report,  one-third  of  the 

people  in  the  United  States  engaged  in  gainful  occupa- 
tions were  following  agricultural  pursuits.  Approxi- 
mately six  million  men  and  women  were  engaged  in 
operating  farms  in  1910. 

2.  In  1910,  approximately  one-fourth  of  the  people  of  Califor- 

nia were  engaged  in  agricultural  occupations.  The  An- 
nual Report  of  the  California  State  Board  of  Agricul- 
ture estimates  38,000  farms  in  California. 

3.  One  authority    (David   Snedden,   School   and   Society  Act, 

1919),  says  that  about  five  per  cent  of  the  farm  oper- 
ators die  or  retire  each  year.  An  army  of  three  hun- 
dred thousand  men  thus  would  be  required,  annually, 
to  fill  up  the  depleted  agricultural  ranks.  On  the  same 
basis,  California  must  have  at  least  four  thousand  new 
farmers  yearly. 

4.  There  are  no  statistics  available  relative  to  the  extent  of  the 

school  training  of  the  present  generation  of  California 
farmers,  but  judging  from  the  data  made  available  by 
the  farm  management  and  rural  life  surveys  of  a  few 
states  we  may  safely  assume  that  90  per  cent  have  not 


82  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

had  the  equivalent  of  a  high  school  education.  Judging 
the  future  by  the  past,  therefore,  it  is  safe  to  say  that 
not  less  than  50  per  cent  of  the  next  generation  of 
farmers  will  have  had  more  than  a  common  school  edu- 
cation, plus  such  additional  training  as  the  compulsory 
and  part-time  acts  may  enforce.  If  farmers,  as  a  class, 
are  to  have  that  general  and  special  training  for  their 
vocations  that  is  necessary  for  coping  with  the  present 
day  problems  (scientific,  economic  and  social),  they 
must  get  their  preparation  in  the  all  day  and  part- 
time  schools  and  classes  of  the  secondary  schools. 

III.  The  Type  of  School  Best  Adapted  for  Giving  Part-time  Instruc- 
tion in  Agriculture. 

1.  There  are  two  types  of  secondary  schools  in  California  giving 

instruction  in  agriculture. 

a.  The  special  or  separate  school. 

b.  The  public  high  schools  maintaining  Agricultural  De- 

partments. 

2.  The  special  schools,  of  which  the  University  Farm  School  at 

Davis  and  the  California  Polytechnic  School  at  San  Luis 
Obispo  are  the  only  examples,  are  designed  primarily  to 
give  vocational  training  to  boys  18  years  of  age  or  to 
graduates  of  high  schools  who  do  not  desire  to  pursue 
a  degree  course  in  agriculture.  These  special  schools 
are  run  on  a  "dormitory"  basis  and  do  not  lend  them- 
selves for  part-time  instruction.  They  may  serve, 
however,  for  giving  dull-season  all-day  short  courses 
especially  to  pupils  desiring  rather  specialized  work 
such  as  in  gas  engines,  tractors,  dairy  manufacturing, 
poultry  husbandry,  fruit  industry,  etc. 

3.  The  high  schools  with  agricultural  departments  usually  have 

only  one  agricultural  teacher,  although  it  is  likely  that 
many  of  the  departments  operating  under  the  Smith- 
Hughes  Act  may  have  two  instructors.  The  high  school 
agricultural  departments  give  all  day  instruction.  In 
the  non-vocational  type  of  school  about  one-fourth  of  the 
pupil's  time  is  given  to  agriculture,  most  of  the  work 
being  confined  to  the  school.  In  the  vocational  work 
one-half  of  the  student's  school  day  must  be  given  to 
agriculture,  and  half  of  this  must  be  practical  or  applied. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  83 

4.  Many  high  school  agricultural  departments  are  now  offering 

special  evening  or  all  day  courses  for  youths  and  adults 
who  cannot  attend  regularly.  It  is  also  possible  for 
instructors  working  under  the  Smith-Hughes  Act  to 
establish  part-time  day  classes  in  agriculture,  as  nothing 
in  the  Federal  or  State  Acts  prohibits  such  work. 

5.  The  thirty-four  vocational  departments  operating  under  the 

Smith-Hughes  Act  and  the  thirty-one  other  high  and 
intermediate  schools  teaching  the  non-vocational  type  of 
agriculture  constitute  the  logical  centers  for  giving  the 
part-time  instruction  in  agriculture  that  is  now  compul- 
sory under  the  California  law. 

6.  California  high  schools   not  now  maintaining   agricultural 

departments  may  find  themselves  obliged  to  give  at  least 
part-time  instruction  in  that  subject,  as  the  law  provides 
that  any  high  school  with  an  attendance  of  fifty  or  more 
pupils  during  the  1918-19  school  year  residing  within  a 
three-mile  radius  from  the  school,  must  provide  part- 
time  day  courses  or  dull  season  short  courses,  such  work 
to  include  work  in  agriculture  if  there  are  students 
affected  by  the  act  desiring  agricultural  training. 

7.  An  analysis  of  the  high  school  attendance  during  the  past 

school  year  (1918-19)  shows  that  there  were  fifty-seven 
high  schools  with  an  attendance  of  less  than  fifty ;  sixty- 
three  high  schools  with  an  attendance  of  between  fifty 
and  ninety-nine,  and  132  with  an  attendance  over  100. 
These  schools  do  not  include  the  twenty-five  large  city 
high  schools  not  likely  to  be  affected  by  the  part-time 
act  as  it  relates  to  agriculture. 

8.  Probably  not  over  15  schools  with  an  attendance  between 

50  and  100  have  the  required  fifty  pupils  living  within 
the  three-mile  limit.  We  are  safe  in  assuming,  therefore, 
that  approximately  150  high  schools  may  be  required  to 
give  part-time  instruction  in  agriculture.  Forty  per  cent 
of  these  schools  (sixty)  now  offer  instruction  in  agricul- 
ture and  it  is  very  probable  that  in  these  schools  the 
compulsory  instruction  can  be  provided  with  little  or  no 
trouble  and  expense.  The  problem  will  be  to  find  or  to 
train  men  qualified  to  give  the  desired  instruction  in 
such  of  the  remaining  (ninety)  high  school  districts  as 
may  be  necessary. 


84  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

IV.  The  Aim  of  Part-time  Instruction  in  Agriculture. 

The  aim  and  character  of  the  part-time  courses  in  Agriculture  is 
determined  by  the  interests  of  the  youths  concerned  as  well 
as  by  their  special  vocational  needs. 
1.  The  educational  needs  of  students  may  be  classified  as  voca- 
tional, informational  and  social  or  civic. 

a.  The   vocational   include   training   in   the   manual   skills 

necessary  in  the  common  farm  operations ;  and  under- 
standing of  the  scientific  principles  underlying  farm 
practice;  drill  in  the  mathematics  of  his  vocation, 
training  in  oral  and  written  expression  and  practice 
in  farm  business  methods. 

b.  The  social  studies  shall  include  the  development  of  an 

appreciation  of  good  literature,  training  in  the  re- 
sponsibilities and  duties  of  citizenship  and  an  intro- 
duction to  the  social  and  economic  problems  of 
country  life. 

c.  The  general  or  informational   training  will   include   as 

much  additional  work  in  English,  history,  etc.,  as  the 
student's  interest  and  time  will  permit. 

V.  Methods  of  Instruction  Determined  by  the  Nature  of  the  Work. 
It  is  evident  that  short  unit  courses  will  best  meet  the  needs  of 
the  students  affected  by  the  Part-time  Act. 

1.  The  time  available  is  limited  and  the  character  of  the  student 

is  such  as  to  preclude  any  but  the  most  practical  kind  of 
instruction. 

2.  The  average  employer  of  farm  labor  is  not  likely  to  consent 

to  an  employee  spending  part  of  the  working  day  in 
study,  especially  during  harvest  or  other  rush  seasons 
of  the  year.  For  this  reason,  the  dull  season  short-course 
type  of  work  will  undoubtedly  meet  with  greatest  favor 
among  both  student  and  employer  or  parent. 

VI.  Organization   and  Administration  of  the  Part-time   Classes   in 
Agriculture. 
The  method  of  organizing  and  supervising  part-time  classes  in 
agriculture  will  depend  on  the  kind  of  high  school  undertak- 
ing the  work.     Two  groups  of  schools  need  to  be  considered : 
1.  The  high  school  with  an  Agricultural  Department.     In  this 
type  of  school  the  regular  agricultural  instructor,  with 
but  little  or  no  assistance,  can  give  the  needed  instruction 
by  dull  season,  all  day,  part  day,  or  evening  classes. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  85 

2.  Iii  high  schools  that  do  not  have  an  Agricultural  Depart- 

ment, a  special  instructor,  such  as  the  principal  or  science 
teacher  (providing  he  has  had  suitable  farming  experi- 
ence), or  some  scientific  farmer  in  the  community  may 
qualify  to  give  the  desired  information. 

3.  Arrangements  may  be  possible  so  that  an  agricultural  in- 

structor can  offer  part-time  courses  in  a  neighboring  high 
school. 

4.  The  supplementary  vocational  subjects  may  be  given  by  the 

agriculture  teacher  or  by  any  other  persons  mentioned 
above,  who  have  or  who  may  qualify  as  teachers  of  such 
work. 

5.  The  teachers  in  each  high  school  giving  the  part-time  instruc- 

tion in  agriculture  should  be  solely  responsible  for  the 
character  of  the  subject  matter  and  methods  of  presenta- 
tion, but  subject  to  the  principal  of  the  school,  however, 
so  far  as  all  strictly  administrative  matters  are  con- 
cerned. 

VII.  Suggestive  Outline  for  Short  Unit  Courses  in  Agriculture. 

The  topics  and  arrangement  as  indicated  below  are  suggestive 
only.  Each  topic  should  be  complete  in  itself,  so  that  students 
can  take  those  of  greatest  interest  and  benefit  to  them. 

1.  Short  unit  course  in  fruit  growing.     (Example,  prunes.) 

a.  Introduction — Prune  regions  and  importance  of  the  in- 

dustry. 

b.  Factors  influencing  location. 

c.  Preparation  of  the  soil  before  planting. 

d.  Laying  out  the  orchard. 

e.  Preparation  for  planting. 
/.  Planting  the  orchard. 

g.  Cultivation. 
h.  Irrigation. 
i.   Pruning. 

j.   Enemies.      (Diseases,  insects,   rodents;  methods  of  con- 
trol.) 
k.  Harvesting  the  crop. 
I.    Preparation  for  marketing  (drying). 
m.  Marketing — including  marketing  organizations. 

2.  Short  unit  course  in  animal  husbandry  (poultry). 
a.  Introduction — Importance  of  the  industry. 

Requirements    for   success — good   breeding,    feeding, 
careful  selection,  sanitation. 


86  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

b.  Types  and  breeds :  Egg,  dual  purpose  and  meat  types. 

c.  Improvement  of  fowls. 

d.  Care  and  management,  including  housing. 

e.  Feeding  for  egg  production,  growth  and  fattening. 
/.  Incubation  and  breeding. 

g.  Diseases  and  pests. 

h.  Preparation  for  market. 

i.    Marketing  poultry  and  poultry  products. 

Eeference 
Lewis,  Productive  Poultry  Husbandry. 

VIII.  Qualifications  of  the  Agricultural  Instructor,  as  set  forth  by  the 
California  State  Board  of  Education. 
1.  Teachers   of   Project  Work.      Only   two    general   types   of 
teachers  will  be  accepted  as  instructors  of  agricultural 
project  work.     One  of  these  types  is  represented  by  the 
technically  trained  teacher  and  the  other  by  the  teacher 
with  less  technical  training,  but  with  wide  experience  in 
farming. 
The  technically  trained  type  includes  graduates  of  standard 
agricultural  colleges,  who  have  had  at  least  eight  years 
of  schooling  beyond  a  full  elementary  school  course,  at 
least   twelve   units   of   pedagogical   training,    including 
practice  teaching,  and  at  least  ten  months  of  farm  ex- 
perience secured  after  the  age  of  eighteen ;  or  an  equiva- 
lent training  and  experience  to  be  determined  by  the 
State  Board  of  Education. 
For  the  present,   the  Board   will   accept  farm   experience 
secured  in  vacation  periods  during  the  collegiate  course 
of  instruction ;  and  if  the  demand  for  teachers  warrants 
the  same,  the  Board  will  accept  additional  farm  experi- 
ence in  lieu  of  the  above  pedagogical  requirement. 
The  experienced  type  includes : 

a.  Persons  who  have  had  at  least  four  years  of  schooling 
beyond  the  eighth  grade  of  an  elementary  school 
course,  and  at  least  six  years  of  farm  experience 
secured  after  the  age  of  eighteen,  who  give  evi- 
dence of  being  familiar  with  scientific  methods  of 
farming,  and  who  have  completed  a  satisfactory 
course  in  the  classes  for  the  training  of  vocational 
teachers  of  agricultural  subjects  set  up  under  the 
Federal  and  State  Vocational  Education  Acts. 


INTRODUCTORY    COURSE    ON   PART-TIME   EDUCATION  87 

b.  Persons  who  have  had  six  years  of  such  schooling  and 

at  least  four  years  of  such  farm  experience,  who 
give  evidence  of  being  familiar  with  scientific 
methods  of  farming,  and  who  have  had  the  special 
training  outlined  under  (a)  above. 

c.  Persons  who,  in  the  judgment  of  the  State  Board  of 

Education,  have  had  a  combination  of  training 

and    experience    equivalent   to   the    requirements 

specified  under   (a)   and   (&). 

2.  Teachers   of   supplemental   subjects.      The    farm   mechanics 

and  other  supplemental  subjects  of  the  course  may  be 

taught  by  the  agricultural  instructors  mentioned  above, 

or  they  may  be  taught  by  other  qualified  high  school 

teachers  especially  certificated  by  the  State  Board  of 

Education  to  teach  said  supplemental  subjects. 


88  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 


Topic  XII 

PART-TIME    EDUCATION  IN   COMMERCE— ORGANIZATION 

AND  ADMINISTRATION 

Prepared  by  E.  W.  Barnhart,  Supervisor  of  Commercial  Training  of  University 

of  California 

In  connection  with  this  topic,  read,  "Brief  Eeport  on   Commercial  Part-time 
Classes,"  by  Seth  B.  Carkin,  Appendix  IV. 

As  California  is  the  western  portal  of  American  trade  and  com- 
merce over  the  Pacific  Ocean,  a  large  proportion  of  the  population  is 
engaged  in  commercial  pursuits.  Commercial  education,  therefore, 
should  be  given  special  attention  in  the  part-time  classes,  for  almost 
one-third  of  our  people  are  engaged  in  this  field. 

I.  Commercial  Work  Will  Probably  Constitute  One  of  the  Largest 
Fields  of  Part-time  Vocational  Education. 

1.  The  field  of  commercial  occupations  is  approximately  covered 

by  the  Federal  census  classifications  of  trade,  transpor- 
tation, and  clerical  workers.  The  figures  for  California 
show  the  relative  importance  of  these  occupations  to  be 
as  follows: 
The  total  number  of  workers  over  ten  years  of  age  in  Califor- 
nia is  1,107,668.     Of  these  there  are  in : 

Trade 

Transportation 

Clerical 

A  total  in  commercial  occupations     323,642       or  29.2  per  cent  of  all 
workers 

2.  When  these  occupational  groups  are  classified  upon  the  basis 

of  the  specific  nature  of  the  work  done  in  each  group, 
and  the  strictly  mechanical  and  industrial  occupations 
included  in  the  United  States  census  are  excluded,  the 
sex  and  age  groups  in  California  are  as  follows : 

Males 


151,598 

or 

lS. 7 

per 

cent 

104,293 

or 

9.4 

per 

cent 

67,751 

oi- 

6.1 

per 

cent 

Age  Groups 
Total  number  employed 

10-15 
years 

Per 
cent 

16-20 
years 

Per 

cent 

Over  21 
years 

Per 
cent 

in  all  occupations .. 

8,589 

— 

78,930 

— 

845,233 



In  store  occupations  .. 
Miscellaneous  

1,260 
1,273 

15 
15 

7,995 
532 

10 
6 

107,526 
5,055 

12 
6 

INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  89 

10-15  Per  16-20  Per  Over  21  Per 

Age  Groups  years  cent  years  cent  years  cent 

Clerical   372  4  6,108  8  34,396  4 

Transportation    345  4  5,692  7.4  39,385  4.4 

Total  in  commercial 

occupations    3,250  38  20,327  26  186,362  21 

Females 
Total  number  employed 

in   all  occupations..     2,662             ....           30,245  ....  142,009 

In  clerical  occupations        197               7             7,369  25  17,634             12 

Selling  or  store 257             10             3,279  11  10,310               7 

Miscellaneous  369             14             2,477  8  2,681       ■        2 

Total  in  commercial 

occupations    823  31  13,125  44  30,634  21 

3.  These  figures  show  that  in  California,  the  juvenile  workers 

in  commercial  occupations  are  over  one-third  (36  per 
cent)  of  the  total  number  of  juveniles  employed. 
a.  In  cities,  the  proportion  is  higher,  ranging  between  80 
and  90  per  cent,  depending  upon  the  size.  A  recent 
survey  of  an  eastern  city  of  over  300,000  population 
showed  that  2400  out  of  a  total  of  2700  children  over 
14  years  of  age  already  employed  were  engaged  in 
some  form  of  commercial  work. 

4.  Juvenile  workers  in  commercial  occupations  attending  part- 

time  classes  will  come  from  the  following  places : 

a.  Stores  and  shops  of  every  kind :  department,  specialty, 

grocery,  etc. 

b.  Offices  of  selling  establishments:  retail,  wholesale,  com- 

mission, etc. 

c.  Offices  of  factories  and  manufacturing  concerns  of  every 

kind. 

d.  Offices  of  transportation  and  public  utility  corporations. 

e.  Offices  of  banks,  insurance,  and  other  financial  organiza- 

tions. 
/.  Offices  of  professional  men  and  women :  lawj'ers,  doctors, 

etc. 
g.  General    and    miscellaneous    sources,    including    street 

trades. 

5.  The   actual   occupations  represented   will   include   amongst 

others : 
a.  Store  workers;  salespeople,  stock  clerks,  cashiers,  wrap- 
pers, inspectors,  bundle  girls,  markers,  delivery  boys, 
messengers,  etc. 


90  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

b.  Office  and  clerical  workers:  Bill  clerks,  file  clerks,  invoice 

clerks,  shipping  clerks,  typists,  stenographers,  book- 
keepers, cashiers,  machine  operators  (15  kinds  pos- 
sible) and  others,  representing  more  than  forty 
specialized  positions. 

c.  General  commercial  workers:  messenger  boys,  office  boys 

and  girls,  newsboys,  telephone  and  telegraph  oper- 
ators, porters,  deliverymen,  chauffeurs,  mail  carriers, 
stableboys  and  others. 
6.  The  inference  that  commercial  subjects  will  form  the  largest 
group  in  part-time  classes,  seems  sound  for: 

a.  The  enrollment  in  the  commercial  subjects  in  our  high 

schools  is  the  largest  vocational  group  in  the  public 
schools. 

b.  The  number  of  workers  from  the  sources   (a),   (b),   (c) 

above  will  be  augmented  in  part-time  schools  by  those 
from  other  fields  who  want  to  enter  commercial  work 
or  try  their  fitness  for  it. 
Questiom: 

1.  Do  you  have  any  facts  to  lead  you  to  believe  that  the  approxi- 

mate percentage  distribution  of  workers  in  the  different 
occupations  in  your  locality  has  changed  during  the  past 
ten  years  ? 

2.  Using  the  data  obtained  in  the  recent  registration  of  minors, 

what  percentage  of  the  minors  already  employed  are 
engaged  in  commercial  occupations  in  your  community? 

3.  What  industries  enumerated  in  section  4  are  large  employers 

of  minors  under  eighteen? 

4.  Which  of  these  industries  employ  enough  minors  to  justify 

the  establishment  of  special  classes? 

5.  Which  of  the  specific  occupations  enumerated  in  section  5 

are  represented  in  your  community  in  large  enough 
numbers  to  justify  special  classes? 

6.  Are  the  occupational  facts  obtained  in  the  recent  registration 

census  accurate  and  detailed  enough  to  be  used  as  the 
basis  for  plans  for  class  organization? 

Keferences 

Thirteenth  Census,  vol.  IV,  Occupation  Statistics. 

Yoder,  ' '  Occupations  Open  to  Boys  and  Girls  Under  Seventeen, ' '  National 

Education  Association  Proceedings,  1919,  page  264. 
Bulletin   No.    34,   Commercial    Education,   Federal   Board   for   Vocational 

Education. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  91 

II.  The  objects  of  the  part-time  classes  for  commercial  workers  are : 
To  increase  the  civic  intelligence. 
To  improve  their  vocational  efficiency. 

To  create  a  desire  to  continue  school  work  for  improvement 
in  vocational  efficiency. 

1.  The  children  in  the  part-time  classes  will  nearly  all  be  citi- 

zens and  prospective  voters.  As  such  they  must  have 
instruction  in  the  subjects  especially  fitting  them  for 
participation  in  the  social  and  political  life  of  a  democ- 
racy: English  for  social  use,  civics,  current  history, 
hygiene  (personal  and  public),  and  guidance  in  becom- 
ing acquainted  with  the  literature  which  best  portrays 
the  ideals  of  the  English  speaking  people. 

2.  To  both  the  worker  and  his  employer,  immediate  increased 

working  ability  is  the  most  important  object.  The  im- 
mediate returns  must  be  worth  the  investment  in  time 
and  money.  Improvement  in  special  skill  required  by 
the  occupation,  increased  business  knowledge  and  infor- 
mation, and  the  development  of  greater  intelligence  in 
solving  the  problems  incident  to  his  daily  work  are  the 
immediate  aims  of  every  worker  and  employer. 

3.  In  the   field   of   commercial   work,   the   instruction   must   be 

planned  to  overcome  the  shortcomings  of  junior  em- 
ployees. 

Inability     to     perform     arithmetical      computations 
quickly  and  accurately. 
Inability  to  write  easily,  rapidly  and  legibly. 
Inability  to  talk  correctly,  clearly  and  easily. 
Inability     to  use  written  English  accurately  or  cor- 
rectly, including  spelling,  punctuation,  etc. 
Lack  of  sufficient  knowledge  of  place  and  transpor- 
tation geography. 
Lack  of  general  business  knowledge  and  information. 
Lack  of  initiative  and  intelligence  in  solving  business 
problems. 
Employees  who  are  expected  to  have  special  skill,  as  in  type- 
writing, shorthand,  machine  operation,  and  occasionally 
some  phases  of  bookkeeping,  sometimes  do  not  have  the 
degree  of  skill  necessary  for  satisfactory  service. 

4.  The    part-time    commercial    classes   must   be    primarily    con- 

cerned with  developing  an  immediate  increase  in  the 
earning  power  and  working  ability  of  their  pupils.     In- 


92  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

creased  efficiency  of  the  worker  is  the  motive  to  be  kept 
in  mind,  in  the  selection  of  subject  matter  and  method 
to  be  used. 
5.  The  part-time  classes  will  not  have  achieved  their  full  pur- 
pose, unless  they  develop  a  faith  in  the  possibilities  of 
practical  commercial  training,  so  that  pupils  who  start 
to  school  under  the  compulsory  provisions,  will  want  to 
continue  the  same  kind  of  work  in  real  continuation 
classes,  or  in  evening  schools.     The  employer  should  be 
convinced  that  the  principle  of  the  part-time  classes  is 
right,  so  that  he  will  support  any  extension  of  the  present 
law. 
Questions: 

1.  Why  is  an  immediate  increased  working  ability  the  most  im- 

portant object  of  the  part-time  classes? 

2.  How  is  such  an  increase  to  be  obtained  ? 

3.  What  reasons  can  be  given  to  explain  the  deficiencies  of 

junior  workers  enumerated? 

4.  Why  is  the  support  and  cooperation  of  the  employers  of 

minors  important  to  school  administrators? 

5.  What  type  of  schooling  should  be  provided  to  meet  the  needs 

of  the  child  workers  after  they  have  passed  beyond  the 
jurisdiction  of  the  present  act  ? 
III.  Some  Special  Teaching  Problems  in  the  Field  of  Commercial 
Work  Will  Present  Difficulties. 

1.  The  occupational  basis  should  be  used  in  organizing  classes, 

in  order  that  they  may  have  as  large  a  field  of  common 
interest  as  possible  to  establish  classes  for  specialized 
groups ;  e.g.  file  clerks,  messengers,  salesgirls,  delivery 
boys,  etc. ;  but  in  the  smaller  schools,  this  cannot  be 
done. 

2.  Even  in  these  classes,  the  differences  in  mental  capacity  and 

educational  preparation  will  be  so  great  as  to  prevent 
satisfactory  class  work  unless  some  classification  scheme 
is  used. 

3.  The  teaching  material  should  come  from  the  offices  and  stores 

in  which  the  students  are  at  work.  Thus  the  writing,  the 
spelling,  the  arithmetic  and  every  other  subject  should 
be  developed  in  handling  the  forms  and  work  common 
to  the  class.  This  means  that  the  usual  forms  and  pro- 
cedure used  by  the  members  of  the  class  must  be 
familiar  to  the  teacher,  and  be  available  for  class  use. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  93 

Questions: 

1.  What   advantages   for   instruction   does   class   organization 

upon  a  basis  of  occupations  give? 

2.  Are  workers  in  the  same  kind  of  work  throughout  a  com- 

munity likely  to  have  the  same  hours  for  instruction  ? 

3.  What  classification  scheme  can  be  used  for,  say :  a  group  of 

file  clerks  ranging  in  schooling  from  seventh  grade  to 
third  year  high  school? 

IV.  In   Selecting   Teachers   for   Commercial    Classes,   the   Following 
Should  be  Considered : 

1.  The  teacher  must  know  not  only  the  needs  of  the  occupation, 

and  of  the  worker,  but  must  possess  teaching  ability,  in 
order  to  meet  these  needs  adequately,  in  the  short  unit 
of  time  allowed  for  this  work. 

2.  Grammar  school   teachers   or  general   high   school  teachers 

will,  as  a  rule,  be  unsuccessful  in  handling  these  classes 
because : 

a.  Most  of  them  know  nothing  about  the  occupations. 

b.  They  are  too  likely  to  present  what  they  know  in  abstract 

terms,   rather  than  in  the   concrete  terms   of  com- 
merce. 

c.  They  are  likely  to  overlook  the  need  for  immediate  prac- 

tical results,  especially  when  they  do  not  know  the 
actual  practical  needs. 

d.  They  will  be  likely  to  stress  theory  and  educational  ideals. 

3.  Some  high  school  commercial  teachers  for  all  but  clerical 

occupations  will  be  but  slightly  better  equipped  than 
any  other  high  school  teachers  and  will  usually  have  the 
same  weaknesses.  In  addition  their  familiarity  with 
commercial  text  books  has  often  given  them  many  ideas 
about  business  which  are  not  found  in  actual  practice. 

4.  People  already  engaged  in  the  occupation  will  not  necessar- 

ily make  successful  teachers  without  special  training 
because : 

a.  They  are  very  likely  t©  lack  teaching  skill  no  matter  how 

extensive  their  educational  background  may  be. 

b.  Very  few  will  have  a  teaching  temperament. 

c.  They  may  waste  time  in  stressing  the  petty  and  acciden- 

tal, because  of  lack  of  educational  perspective  and 
knowledge  of  educational  values. 


94  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

5.  Steps  should  be  taken  at  once  to  select  the  best  individuals 
available  for  teaching  and  see  that  they  are  properly 
prepared.     Selection  may  be  made  as  follows: 

a.  Energetic,  capable  teachers  interested  in  the  possibilities 

of  the  work,  should  be  urged  to  find  supplementary 
employment  in  offices  and  stores  in  order  to  make  a 
study  of  the  educational  needs  of  the  worker  and 
the  work. 

b.  Business  houses  should  be  canvassed  to  see  whether  any 

good  material  for  teachers  can  be  found  among  those 
already  employed  in  the  occupation,  or  in  related 
occupations.  The  utilization  of  even  three  or  four 
experienced  workers  as  teachers  would  be  of  great 
value  in  creating  a  feeling  of  practical  worth  for 
the  part-time  classes. 
Questions: 

1.  Why  are  properly  trained  teachers  the  most  important  fac- 

tors for  success? 

2.  What  elements  for  success  does  the  average  grammar  grade 

or  high  school  teacher  lack? 

3.  Why  are  most  high  school  commercial  teachers  not  properly 

trained  or  equipped  for  successful  part-time  teaching? 

4.  What  can  be  done  to  make  good  teachers  from  people  already 

engaged  in  the  industry? 

5.  Why  is  it  desirable  to  train  and  employ  as  teachers  some 

workers  from  business  offices? 

V.  The  Needs  of  the  Local  Commercial  Activities  Will  Determine 
Most  of  the  Points  in  the  Organization  of  Subject  Matter. 

1.  An  analysis  of  the  data  secured  by  the  recent  registration 

of  minors,  will  help  to  decide  tentatively  what  classes 
shall  be  provided,  and  what  teachers  will  be  necessary. 

2.  A  study  of  the  occupational  needs  in  the  largest  offices  and 

stores  in  the  community  should  be  made  to  secure  the 
data  needed  from  the  employer.     It  should  include: 
o.  The  educational  need's  of  his  employees. 

b.  The  number  employed  in  various  kinds  of  work,  so  that 

the   possibilities    of   having   a   special   class   for   the 
workers  can  be  investigated. 

c.  The  nature  of  work  done  by  juveniles ;  so  that  the  educa- 

tional possibilities  of  their  work  will  be  understood. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  95 

d.  The  hours  of  attendance  which  will  be  most  convenient 

for  all  concerned. 

e.  The  most  serviceable  and  suitable  location  for  class  rooms. 
/.  The  possibilities  of  cooperative  action  on  the  part  of  the 

employers  of  a  neighborhood,  to  help  in  establishing 
neighborhood  part-time  classes. 
3.  The  services  of  a  coordinator,  whether  a  part-time  teacher 
or  a  special  official  will  be  advisable. 

Questions: 

1.  What  facts  concerning  the  classes  needed  should  be  obtained 

from  the  data  collected  during  the  recent  registration 
of  minors  ? 

2.  How  can  the  hours  for  instruction  most  convenient  for  the 

workers  and  the  employers  be  ascertained  for  each 
group  ? 

3.  Would  not  an  intensive  occupational  survey  of  a  few  repre- 

sentative offices  and  stores  in  your  community,  for  the 
purpose  of  studying  the  occupations  and  the  educational 
needs  of  the  juveniles  within  the  scope  of  the  part-time 
act  be  advisable? 

4.  How  woidcl  the  appointment  of  an  advisory  committee  from 

the  larger  emploj'ers  be  worth  while  ? 


96  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Topic  XIII 

PART-TIME  EDUCATION  IN  COMMERCE— SUGGESTED 

COURSES 

Prepared  by  E.  W.  Barnhart 

In  connection  with  this  topic  read,  "Type  Courses  for  Continuation  Schools 
in  Commerce, ' '  Appendix  IV. 

In  view  of  the  wide  range  of  the  field  of  commercial  occupations. 
it  seems  advisable  to  offer  some  suggestions  about  the  content  and 
relations  of  some  of  the  principal  courses.  These  suggestions  seem 
necessary,  also,  because  the  methods  and  content  of  the  traditional 
commercial  courses  are  ill  suited  to  the  needs  of  the  part-time  classes. 

I.  A  Fundamental  Course  Should  Be  Provided  to  Meet  the  Need 
for  General  Education  and  Business  Knowledge. 

1.  So  many  juniors  in  commercial  work  are  deficient  in  general 

education  and  business  knowledge  that  a  course  in 
elementary  school  subjects  and  business  information  is 
necessary. 

2.  The  subjects  given  in  this  course  should  include : 

For  civic  intelligence : 

Elementary  civics  (social  ethics). 

Current  history. 

Hygiene. 

Guidance  in  home  reading. 
For  elementary  education : 

Oral  and  written  English. 

Spelling. 

Writing. 

Arithmentic. 
For  business  information : 

Business  procedure  and  practices. 

Local  transportation  geography. 

3.  The  course  should  revolve  around  the  topics  about  business 

(business  procedure  and  practices),  so  that  the  English 
in  most  aspects,  spelling,  arithmetic,  penmanship,  hy- 
giene, civics  (as  social  or  business  ethics),  and  the  local 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  97 

shipping  or  transportation  geography  will  be  presented 
as  phases  of  business  knowledge,  not  as  independent  sub- 
jects studied  for  themselves  alone.  For  example,  while 
studying  the  topic  about  retail  stores,  the  spelling  would 
be  largely  words  from  a  retail  store  vocabulary;  the 
writing  largely  the  writing  of  store-sales  tags ;  the  arith- 
metic, inanity  the  computations  necessary  in  figuring 
sales  tags;  the  hygiene,  related  to  personal  cleanliness 
and  to  precautions  in  handling  food  products. 

4.  The  business  procedure  and  practices  topics  should  include 

the  elementary  practices  and  procedure  followed  in  the 
use  of  the  common  business  facilities.  The  purpose  is 
to  teach  the  use  of  the  facilities  offered  and  available 
under  each  topic,  how  one  should  use  these  facilities, 
what  forms,  practices,  procedure  and  records  are  com- 
monly used.  As  soon  as  enough  facts  about  the  topic 
are  presented,  problems  should  be  given  to  develop  an 
intelligent  analysis  of  business  situations  with  reference 
to  the  facility  in  question.  The  topics  should  include : 
the  telephone,  the  telegraph,  the  post  office,  retail  and 
wholesale  stores,  banks,  railroads,  express,  insurance, 
commercial  agencies,  business  reference  books,  the  finan- 
cial page  of  the  daily  papers.  (A  skeleton  outline  is 
attached  as  an  appendix.) 

5.  The  order  in  which  these  topics  should  be  presented  depends 

upon  the  needs  and  occupations  of  the  group.  The 
topics  for  the  work  of  the  group  should  come  first;  then 
those  topics  most  nearly  related  until  the  needs  of  the 
group  have  been  met. 

6.  If  facilities  are  available,  typewriting  is  suggested  as  an 

elective  for  those  who  do  not  need  work  in  some  one  of 
the  subjects,  say  writing  or  arithmetic. 

7.  In  general,  this  fundamental  course  should  be  presented  in 

one  year  for  those  who  can  assimilate  it  rapidly ;  for  the 
others  it  could  be  extended  over  two  years. 

8.  Except  for  those  courses  in  which  some  special  skill  is  being 

developed,  as  shorthand,  typewriting,  machine  oper- 
ation, or  certain  phases  of  bookkeeping,  the  needs  of 
any  special  group  of  workers  can  be  met  by  an  adapta- 
tation  and  extension  of  the  work  outlined  for  this  course 
along  the  topics  which  meet  their  needs. 


98  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

9.  This  course  should  be  used  as  a  try-out  course  by  workers 
from  other  occupations  who  desire  to  prepare  for  com- 
mercial work,  except  those  who  want  to  accpiire  some 
special  skill  and  have  the  necessary  general  educational 
background  and  preparation. 

10.  A  suggestion  as  to  time  allotment  is  appended: 

a.  Citizenship  and  health — 40  minutes  per  week. 

b.  Common  school  branches — 160  minutes  per  week,  includ- 

ing  English,    arithmetic,    spelling,    local   geography. 
(All  in  relation  to  commercial  occupations.) 

c.  Business  procedure — 10  minutes  per  week. 

11.  These  three  groups  of  subjects  may  be  described  as  follows : 

a.  Citizenship  and  health.      (See  Topic  XVI  of  the  sylla- 

bus. ) 

b.  Common  schools  branches. 

c.  Business  procedure  outlined  as  follow : 

MERCHANDISING-  PRACTICES 

1.  Retail  stores — department  stores. 

Cash  purchasing,  cash  register  slips,  sales  tags,  etc. 
Charge  accounts;    opening,   purchasing,   paying,   collections. 
Retail  store  services;  delivery;   usual  and  exceptional  services. 
Buying  upon  requisitions ;  for  other  people,  purchase  orders,  etc. 

2.  Merchandising  profits  and  costs. 

3.  Wholesale  stores,  and  wholesale  procedure  and  customs. 

Wholesalers,  jobbers,  manufacturers'  agents,  etc. 
Buying    from    wholesalers;    discounts,    trading    practices;    invoices, 
statements,  payment  terms,  etc. 

TELEPHONE  PRACTICES 

1.  Procedure  in  having  a  telephone  installed. 

2.  Use   of  telephone   for  local,  two-party,   long   distance  calls ;    telephone 

courtesy. 

3.  Telephone  bills,  collections,  charges. 

4.  Use  of  directories,  and   special  service  facilities;    transmission  of  tele- 

grams, money,  etc. 

TELEGRAPH  PRACTICES 

1.  Procedure  insending  telegrams,  night  letters,  lettergrams,  etc. 

2.  Cablegrams  and  use  of  codes,  etc. 

3.  Other  services  rendered  by  the  telegraph  companies. 

4.  Practice  in  preparing  telegrams,  lettergrams,  code  cablegrams. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  99 

POST  OFFICE  FACILITIES 

1.  Mail  service. 

Postage  classes  and  rates,  regulations  and  practices  in  handling 
letters,  opening-  and  closing  mails,  post  office  boxes,  etc. 

Special  mail  services:  registered  mail,  special  delivery,  recall  of 
letters,  etc. 

2.  Money  order  service. 

Sending  money  orders;  domestic  and  foreign;  lost  orders,  etc. 
Keeeiving  and  cashing  money  orders. 

3.  Parcel  post  service. 

Classes  of  goods  received;   zones,  and  charges;   general  use. 

4.  Foreign  mail  service :  letters ;  money  orders ;  parcel  post. 

5.  Postal  savings  banks ;  depositing  and  Avithdrawing  procedure. 

BANKING  PEACTICES  AND  FACILITIES 

1.  Savings  banks. 

Procedure  in  opening  savings  accounts,  deposits,  deposit  contract, 
withdrawals,  dividends,  transfers  of  accounts,  lost  books,  etc. 

2.  Commercial  banks. 

Procedure  in  opening  accounts;  kinds  of  accounts. 

Deposits  of  all  kinds;  collections. 

Pass  books  and  deposit  contract. 

Checks;  formal  requisites.     Use:  manner  of  writing;  protection. 

Indorsements:  requisites,  legal  effect. 

Bank  statements;  reconciliation  of  checkbook  and  bank  balances. 

Other  facilities. 

Collections:   special  deposits,  bank  drafts,  certified  checks,  cer- 
tificates of  deposits,  travelers'  checks,  collections. 

3.  Bank  loans. 

Basis;  procedure,  kinds  of  security;  personal  and  property  credit, 
etc. 

4.  Safe  deposit  procedure. 

EAILEOAD 

1.  Freight  services;  packing,  forwarding  and  receiving  procedure;  elemen- 

tary freight  classification,  tariffs. 

2.  Passenger  services;   tickets,  time-tables,  baggage,  Pullman  cars. 

EXPRESS 

1.  Sending  goods;   packing,  sending  procedure,  tariffs,  charges. 

2.  Receiving  goods;   collecting  charges,  prepaid. 

3.  Other  services  of  the  express  company;  collections,  money  orders. 

COMMERCIAL  AGENCIES 

1.  Credit  information,  Dunn 's,  Bradstreet  's. 

2.  Local  credit  associations. 


100  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

INSUEANCE,  PEOPEETY 

1.  Property  as  store,  marine. 

2.  Casualty,  as  automobile. 

3.  Indemnity. 

BUSINESS  EEFEEENCE   BOOKS 

(Type   Courses   for   Continuation   School,    reproduced    in    Appendix   IV.) 

1.  Newspapers — Financial  and  market  pages. 

2.  Weekly  reports  on  business  conditions 

Dunn 's,   Bradstreet  's,    Babson  's,    Brookmire  's ;    or    Newsletters    of 
national  and  local  banks. 

3.  Directories,  guides. 

Eeferences 

Schock  and  Goss,  Elements  of  Business,  American  Book  Company. 
Teller  and  Brown,  Business  Methods,  Eand  McNally  Company. 
Sheaffer,  Household  Accounting,  Macmillan  Company. 
Hunt,  Community  Arithmetic,  American  Book  Company. 
Chapin,  Model-store  Demonstration  Drills,  Educational  Foundations,  Bank- 
ing Made  Plain,  American  Publishing  Company. 
Zaner,  A  Short  Cut  to  Plain  Writing,  Saner  and  Bloser  Company. 

II.  Courses  for  Office  Employees  Doing  Clerical  Work. 

1.  General  business  subjects  are  the  most  important  need  of 
clerical  workers. 

a.  The  almost  unanimous  comments  of  employers  about  their 

junior  employees  plainly  indicate  the  need  for  a  bet- 
ter knowledge  of  English,  oral  and  written  (includ- 
ing spelling,  punctuation  and  letter  composition), 
arithmetic,  writing,  general  business  knowledge,  in- 
cluding local  shipping  or  transportation  geography. 

b.  The  training  of  the  average  office  worker  has  usually 

been  in  an  intensive  course  with  very  little  attention 
to  general  fitness  for  the  work  or  to  general  educa- 
tional preparation. 

c.  Many  3Toung  clerical  emph)3Tees  have  had  only  a  meager 

education  but  through  promotion  have  risen  to  posi- 
tions calling  for  a  better  general  education. 

d.  The  work  of  most  clerical  positions  calls  for  judgments 

involving  a  wider  knowledge  of  business  than  most 
junior  employees  possess ;  hence  promotion  is  fre- 
quently impossible  because  the  employee  next  in  line 
is  not  fitted. 


s*  ^ B  t §.#^ 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  101 

2.  Specialized  subjects  for  office  employees  will  vary  widely. 

a.  Bookkeeping-,  or  record,  or  statistical  clerks  will  usually 

need  training  in  the  execution  of  the  technical  details 
of  their  work,  and  a  better  understanding  of  the 
structure  and  relation  of  the  different  parts  of  an 
accounting  scheme.  Ordinarily,  general  bookkeep- 
ing is  not  needed  by  the  minors  likely  to  be  in  the 
part-time  classes. 

b.  Shorthand :  The  average  stenographer  has  more  difficulty 

with  the  English  of  her  work  than  with  the  shorthand 
itself.  There  are  very  few  stenographers  who  are 
less  than  seventeen ;  and  these  will  usually  require 
more  work  in  training  in  shorthand  itself. 
In  this  field  there  is  likely  to  be  a  demand  for  shorthand 
instruction  from  workers  in  other  lines  of  work. 
In  view  of  the  length  of  time  required  to  train  a 
good  stenographer,  this  demand  should  not  be  met 
except  from  those  who  show  unusual  ability  in  their 
work,  special  adaptability  and  who  have  a  good  gen- 
eral business  education. 

c.  Typewriting  will  be  very  popular  and  will  always  require 

all  the  equipment  provided.  It  should  be  encouraged 
where  facilities  are  available  and  the  pupil  had  the 
general  business  education  needed  for  success. 

d.  Office  appliance  operators  will  not  be  able  to  obtain  much 

help  from  the  part-time  classes,  except  in  those  com- 
munities which  have  a  wide  range  of  special  equip- 
ment. There  are  about  fifteen  to  twenty  kinds  of 
office  appliances  which  call  for  special  teaching  in 
their  operation,  and  few  schools  can  expect  to  pro- 
vide more  than  two  or  three  kinds  at  the  most. 

3.  The  pupils  for  these  subjects  will  come  from  offices  where 

most  of  them  will  be  doing  rather  elementary  work, 
though  candidates  for  promotion  to  various  specialized 
positions. 

4.  Courses  for  general  office  workers  will  be  much  like  the 

fundamental  course;  with  the  topics  under  business 
procedure  changed  to  meet  the  needs  of  the  groups. 

5.  Courses   for  skilled   office  workers — typists,  stenographers, 

machine  operators,  will  be  much  the  same  except  for  pro- 
vision for  drills  to  develop  skill. 


"UNIVERSITY  &P  CALIFORNIA 
*ANTA  BARBARA  COLLEGE  LIBRARY 


102  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

6.  Courses  for  workers  in  the  bookkeeping  and  record  keeping 

group  will  have  to  be  organized  according  to  the  needs 
of  the  group. 

7.  The  emphasis  upon  writing  and  arithmetic  must  be  larger 

for  this  group  than  in  the  other  occupational  courses 
outlined. 

References 
Bulletin  Number  34,  Commercial  Education. 

III.  Courses  for  Retail  Store  Employees. 

1.  There  will  be  a  large  demand  for  subjects  in  this  field. 

a.  The  occupation  statistics  for  this  state  show  that  for  male 

workers  in  every  age  group,  selling  occupations  come 
first ;  that  for  women  workers,  selling  occupations 
and  store  work  give  employment  to  very  large  num- 
bers. 

b.  Further,  retail  dealers  constitute  the  largest  single  occu- 

pation in  the  field  of  commerce. 

c.  Instruction  in  store  work  is  now  an  established  subject 

in  the  high  schools  of  twenty  of  the  largest  cities  in 
this  country. 

d.  The  business  world  acknowledges  that  salesmanship  can 

be  taught  and  that  salesmen  can  be  trained. 

e.  Selling  is  no  charlatan  trick ;  it  requires  a  good  knowl- 

edge of  English,  of  handling  human  nature ;  and  a 
knowledge  of  the  utility  of  the  goods. 
/.  From  the  larger  stores  will  comes  salesgirls,  and  stock 
room  employees  and  delivery  boys ;  from  the  smaller 
stores  will  come  delivery  boys  and  salespeople  in  the 
largest  number. 

2.  The  subjects  given  in  this  course  should  include : 

For  civic  intelligence : 

Elementary  civics. 

(Business  ethics.) 

Current  history. 

Guidance  in  home  reading. 
For  elementary  education : 

English,  oral  and  written. 

Spelling. 

Writing. 

Arithmetic. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  103 

For  store  education : 

Salesmanship  and  store  work. 

Merchandise  knowledge. 

Business  procedure  (selected  topics). 

3.  The  course  should  revolve  about  the  topics  in  store  education, 

so  the  other  subjects  mentioned  will  function  in  improv- 
ing the  pupils  as  store  employees.  The  writing,  the 
arithmetic,  the  hygiene,  the  business  ethics  (applied 
civics),  and  the  English  should  be  taught  in  terms  of 
the  needs  of  the  worker — the  arithmetic  of  sales  tags  and 
store  records,  hygiene  for  store  use,  writing  as  needed 
in  store  work,  English  spoken  or  written  as  needed  in 
selling  and  the  others  in  the  same  way. 

4.  The  work  in  store  topics  will  differ,  according  to  the  com- 

position of  the  group.  Workers  from  department  stores 
will  need  somewhat  different  teaching  material  and  em- 
phasis from  the  workers  from  small  neighborhood  stores ; 
salespeople  from  dry-goods  stores  will  require  different 
work  from  those  from  grocery  stores;  but  the  final  pur- 
pose should  be  the  same  for  all — instruction  in  the  topics 
needed  to  make  them  better  salespeople  and  therefore 
better  citizens. 

5.  The  instruction  should  be  planned  to  cover  two  years,  and 

then  leave  the  impression  that  further  work  in  evening 
schools  will  be  most  profitable. 

6.  The  following  weekly  schedule  is  suggested  for  the  first  two 

years,  on  the  basis  of  144  hours  instruction  each  year: 

English  (including  oral  and  written  English,  spelling, 

reading  reports)    100  minutes  per  week 

Arithmetic    25  minutes  per  week 

Writing  15  minutes  per  week 

Hygiene  (personal)  40  minutes  per  week 

Civics  40  minutes  per  week 

Current  history  40  minutes  per  week 

Store  topics 20  minutes  per  week 

Merchandise    20  minutes  per  week 

Business  procedure  10  minutes  per  week 

Local  geography 10  minutes  per  week 

Total    240  minutes  per  week 


104  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

References 

"Retail  Selling,"  Bulletin  Number  22    (Revised  edition),  Federal  Board 

for  Vocational  Education. 
"Department  Store  Education,"  H.  R.  Norton,  Bulletin  Number  9,  1917, 

Bureau  of  Education. 
"Retail  Selling,"  H.  R.  Norton,  Ginn  and  Company. 
"Outlines   of  Lessons   for   Continuation    Schools,"   Bulletin   Number    11, 

Wisconsin  State  Board  of  Industrial  Education. 
Minneapolis  Survey,  Bureau  of  Labor  Statistics,  Number  199. 
Report  on  Evansville  Survey  for  Vocational  Education,  page  375. 
Indianapolis   Survey. 
Bulletin  Number   21,  National   Society   for   the   Promotion   of   Industrial 

Education. 
Series  Number  4,  Indiana  State  Board  of  Education. 
See  also  Bibliography  appended  to  report  first  given  above. 
For  Merchandise  Inf ormation : 

Department  Store  Merchandise  Manuals,  B.  E.  Kennard,  Editor,  Ron- 
ald Press. 

Crissey,  Forest,  Story  of  Foods,  Rand  McNally  and  Company. 

IV.  Transportation  Courses. 

1.  The  occupation  statistics  for  male  workers  in  California  show 

that  the  business  aspect  of  transportation,  as  distinct 
from  the  mechanical  or  industrial  aspect,  is  as  important 
as  the  clerical  field  for  commercial  workers. 

2.  The  railroads,  the  steamship,  the  express,  and  local  transpor- 

tation companies  employ  large  numbers  of  men,  while 
in  the  larger  offices  and  industrial  concerns,  clerks  are 
detailed  to  attend  solely  to  the  shipping  work  of  the 
company.  The  work  of  all  these  men  requires  a  knowl- 
edge of  shipping  procedure  and  services,  rates,  and  re- 
quirements, so  there  is  abundant  room  for  courses  for 
transportation  workers. 

3.  For  many  communities,  the  fundamental  course  will  do  if 

the  topics  relating  to  the  transportation  services  are 
given  first  and  allowed  to  occupy  most  of  the  time.  But 
for  most  of  the  larger  cities,  the  transportation  topics 
must  be  more  thoroughly  covered  than  is  possible  in  a 
mere  expansion  of  the  work  outlined  in  the  fundamental 
course. 

4.  The  topic  first  studied  and  the  sequence  of  topics  about  the 

different  transportation  services  should  depend  upon  the 
needs  of  the  class.  Railroad,  freight  or  passenger,  bag- 
gage, steamship,  steamboat,  or  express  will  have  to  come 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  105 

first  according  to  the  composition  of  the  group.  The 
extensiveness  of  the  presentation  will  also  be  determined 
in  the  same  way. 

Eeferences 

Vocational  Educational  Survey  of  Eiehmond,  Indiana,  page  303. 

Myers,  Twentieth  Century. 

Manual  of  Station  Services,  Eand,  McNally  Company. 

Burt,  Railway  Station  Service,  Wiley. 

Dewsnup,  Railway  Organization  and  Working,  University  of  Chicago  Press. 

Western  Freight  Classification. 

Freight  tariffs. 

Express  tariffs. 


106  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Topic  XIV 

PART-TIME  EDUCATION  IN  HOME  ECONOMICS- 
ORGANIZATION  AND  ADMINISTRATION 

Prepared  by  Maude  I.  Mubchie,  State  Supervisor  of  Home  Economics  Education 

I.  The  Economic  and  Social  Situation  Relative  to  Women  and  Girls. 
A.  In  the  United  States. 

1.  Although  nearly  all  women  are  engaged  wholly,  or  in  part, 

in  the  vocation  of  home-making  as  their  primary  occu- 
pation, a  considerable  number  of  girls  and  women  are 
in  wage  earning  occupations.  The  number  is  rapidly 
increasing. 
The  necessity  of  supporting  themselves  or  of  contributing 
to  the  maintenance  of  dependents,  is  the  impelling  motive 
forcing  them  into  industry. 

2.  In  the  United  States,  as  a  whole,  wage  earning  is  most  com- 

mon :  first,  among  girls  sixteen  to  twenty  years  of  age, 
and  second,  among  women  twenty-one  to  forty-four  years 
of  age,  in  the  proportion  of  8  to  5.  Bread  winning  is 
very  frequently  a  makeshift  until  the  event  of  marriage, 
but  evidently  is  becoming  more  and  more  a  permanent 
activity  of  women  on  account  of  economic  pressure. 

Statistics  of  Women  Wobkebs  by  Age  Gboups 
In  1910  in  the  United  States. 


Of  the  total  number 

Per  cent 

Proportion 

of  girls 

employed 

employed 

10  to  13  years  of  age 

8 

1  out  of  every 

12 

14  to  15  years  of  age 

19.8 

1  out  of  every 

5 

16  to  20  years  of  age 

39.9 

2  out  of  every 

5 

21  to  44  years   of   age 

26.3 

1  out  of  every 

4 

46  years  and  over 

15.7 

1  out  of  every 

7 

3.  "Woman's  work,  so  far  as  wage  earning  is  concerned,  is  no 
longer  confined  to  those  operations  usually  designated  as 
domestic.  Such  work  now  engages  less  than  one-third 
of  all  female  bread-winners  and  the  proportion  is  con- 
stantly decreasing. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  107 

4.  Neither  is  her  work  confined  to  household  activities — occupa- 

tions removed  from  the  home  to  the  factory — for,  up  to 
1910  the  number  of  women  among  workers  of  cotton 
goods ;  men 's  and  women 's  clothing,  hosiery  and  knit 
goods  had  not  increased  during  several  years,  but  there 
had  been  a  one-fourth  increase  in  the  number  of  women 
engaged  in  tobacco  manufacture,  in  awning  tent  and  sail- 
making,  and  in  leather  goods.  There  had  been  a  one- 
third  increase  of  female  workers  in  copper,  tin  and  sheet 
iron  products  and  in  the  making  of  electrical  machinery. 
During  the  war  there  was  a  tremendous  increase  not 
only  in  numbers  of  workers,  but  also  in  the  pursuits 
women  entered. . 

5.  The  dressmaking  trade  ranks  first  in  the  industries  in  the 

number  of  women  employed. 

6.  If  the  industrial  employment  is  one  which  has  bearing  upon 

one  of  the  household  duties,  part-time  instruction  may 
serve  both  the  wage  earning  occupation  and  the  home, 
but  this  possibility  is  too  remote  to  permit  of  extensive 
planning  of  courses  of  this  type. 

7.  Women  often  develop  businesses  from  their  home  experiences. 

Seventy-four  per  cent  of  the  women  between  the  ages 
of  21  and  44  are  in  homes.  Many  of  these  develop 
businesses  from  their  home  experiences,  for  example  the 
Sassy  Jane  Apron  Factory  of  Los  Angeles,  and  the 
Taylor  Canning  Company  of  Santa  Ana,  California. 
B.  In  Your  Community. 

1.  In  order  that  persons  responsible  for  the  home-making  in- 
struction may  properly  evaluate  the  subject  matter  for 
part-time  courses,  and  select  the  projects  and  problems 
of  home,  business  and  community  life  most  vital  to  the 
persons  attending,  it  will  be  necessary  for  such  individ- 
uals to  develop  a  keen  and  sympathetic  appreciation  of 
the  conditions  and  economics  of  industry,  and  also  to 
gain  a  first-hand  knowledge  of  the  home  life  conditions 
and  possibilities  of  persons  attending  these  classes.  They 
all  have  homes  of  some  kind,  in  which  they  participate 
in  home  duties  and  responsibilities,  ranging  from  their 
own  personal  needs  to  those  of  an  entire  family.  Instruc- 
tion should  be  organized  to  meet  the  real  needs  and  de- 
sires of  these  persons. 


108  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

2.  To  this  end  local  authorities  should  make  a  survey  of  the  occu- 
pations in  which  women  are  engaged  in  their  commun- 
ity and  also  of  the  home  conditions,  particularly  of  the 
wage  earning  girls. 
Due  to  ill  health  on  the  part  of  a  mother,  or  due  to  financial 
conditions,  forcing  the  mother  out  as  a  bread-winner, 
many  young  girls  are  assuming  large  responsibility  in 
the  home.  These  girls  present  a  special  problem  and 
the  district  should  make  it  possible  for  them  to  receive 
needed  instruction,  by  providing  care  for  the  children 
under  their  charge  during  the  hours  of  their  attendance 
upon  classes. 
3.  Type  questions  a  survey  should  answer. 

a.  What  are  the  girls  16  to  18  years  of  age  in  your  com- 

munity doing? 

b.  What  skilled  trades  are  the  girls  and  women  of  your  city 

following?    What  preparation  do  they  need  for  this 
work  ? 

c.  What  unskilled  work  are  they  engaged  in? 

d.  How  many  are  at  home  as  house-daughters,  or  employed 

for  service  in  other  homes  ? 

e.  List  the  wage  earning  occupations,  the  training  for  which 

would  definitely  prepare  for  the  home-making  occu- 
pations. 
/.  What  household  occupations  trained  for  will  contribute 

to  advancement  in  the  girls'  trade  experience? 
g.  How   many   employed  girls  and   women   of  your   com- 
munity are  living  in  their  own  homes?     These  un- 
doubtedly share  in  the  home-keeping  duties. 
h.  How  many  are  living  in  homes  of  other  families,   as 
roomers  or  boarders  or  both,  and  hence  confine  their 
domestic  duties  largely  to  their  own  personal  needs? 
i.    How  many  workers  attempt  to  live  in  congenial  groups 
and  keep  cooperative  homes  in  apartments,  rented 
houses,    etc.  ?      The   members   of   this   group    would 
probably  be  assuming  more  home-keeping  duties  than 
the  employed  girl  living  at  home. 
II.  The  Place  and  Function  of  Part-time  Education  for  Women  and 
Girls. 
1.  Part-time  education  offers  the  opportunity  for  a  community 
to  safeguard  the  girls '  future,  not  only  as  a  wage  earner, 
but  also  as  a  home-maker.    School  authorities  should  pro- 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  109 

vide  iu  so  far  as  possible,  educational  opportunities 
which,  shall  be  suitable  for  the  different  needs  of  the 
various  persons  attending. 

2.  For  the  girl  who  is  at  work,  the  type  of  instruction  will  be 

determined  by  her  dominant  aim.  These  aims  may  in- 
clude : 

a.  To  improve  her  promotional  possibilities  in  the  occupa- 

tion. 

b.  To  change  to  another  wage-earning  occupation. 

c.  To  be  more  efficient  in  the  home  as  a  helper. 

d.  To  provide  personal  needs,  such  as  clothing. 

e.  To  prepare  for  the  vocation  of  home-making  in  antici- 

pation of  marriage. 

3.  For  the  unemploj'ed  girls  at  home  the  aims  may  include : 

a.  To  become  a  wage  earner. 

b.  To  remain  in  the  home  as  a  more  efficient  worker  there. 

c.  To  set  up  her  own  home. 

4.  The  following  range  of  work  should  be  provided  for  girls  in 

part-time  classes. 

a.  Individual  counsel  and  guidance  in  social  and  vocational 

matters.    This  is  required  by  law. 

b.  Instruction  in  citizenship — at  least  40  minutes  per  week. 

This  is  required. 

c.  Common  school  branches. 

d.  Occupational  instruction  from  either  a  finding  or  train- 

ing point  of  view. 

e.  Instruction  in  home  economics. 

III.  The  Field  for  Part-time  Education  in  Home  Economics. 

1.  In  spite  of  the  fact  that  the  home  is  the  fundamental  social 

institution,  and  that  all  that  is  worth  while  in  industry 
and  bommeree  centers  about  the  needs  of  that  institution 
directly  or  indirectly,  home-making  education  has  been 
the  last  to  receive  recognition  in  our  public  school  system. 
Since  most  women  utimately  become  home-makers,  all 
girls  and  women  should  be  given  the  opportunity  to 
receive  preparation  for  this  occupation. 

2.  Frequently  the  best  type  of  business  preparation  may  be 

the  best  home-making  preparation  for  the  individual, 
in  that  standards  of  efficiency  and  organization  are 
gained  which  may  later  be  carried  over  into  the  home, 
and,  too,  the  better  wage  resulting  from  occupational 
training  will  permit  of  higher  standards  in  homes. 


110  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

3.  The  whole  conception  of  home  economics  must  be  expanded 

from  that  of  the  study  of  cooking,  sewing-  and  cleaning, 

important  as  that  is,  into  a  realization  of  its  actual  scope 

— the  right  care  and  conduct  of  human  life  in  the  home. 

In  this  connection  attention  should  be  directed  to  the 

social  problems  relative  to  the  home. 

a.  The  homes  of  this  country  are  largely  responsible  for 

about    15,000,000    physically    defective    children    of 

school  age.     The  preventable  deaths  among  children 

under  5  years  of  age  reach  a  figure  far  in  excess  of 

the  mortality  from  wounds  received  by  our  soldiers 

in  Europe. 

1).  Over  30  per  cent  of  the  young  men  of  military  age  were 

incapable  of  response  to  call, 
c.  The  statistics  of  maternal  mortality  in  the  United  States 
show  a  death  rate,  from  disease  and  conditions  inci- 
dent to  child  birth  for  the  age  group  of  15  to  44  years 
of  age,  of  68.4  per  thousand.  The  care  and  rearing 
of  children  is  the  most  important  of  the  skilled  occu- 
pations of  the  home. 

4.  Group  of  individuals  whose  needs  must  be  met. 

a.  Young  girls  with  a  large  share  of  home-keeping  responsi- 

bility. There  are  girls  on  whom  a  large  responsibility 
for  the  work  of  the  home  rests  due  to  the  loss  or  ill 
health  of  the  mother,  or  due  to  financial  conditions 
which  make  it  essential  for  the  mother  to  earn  a  living 
outside  of  the  home.  School  authorities  should  take 
steps  to  release  these  girls  regularly  from  their  re- 
sponsibilities that  they  might  profit  by  part-time  in- 
struction. The  organization  of  the  school  nursery 
would  solve  the  problem  in  part. 

b.  Wage-earners  whose  occupation  is  one  other  than  voca- 

tional home-making. 

5.  Suggestions  for  the  course  of  study. 

a.  For  the  married  group,  courses  should  be  organized  in 
motherhood  dealing  particularly  with  the  pre-natal 
and  post-natal  conditions,  and  the  care  of  young 
children.  Home  economics  teachers  can  give  instruc- 
tion in  the  general  care,  feeding  and  clothing  of 
young  children.  Much  instruction  in  motherhood 
must  be  given  by  experienced  physicians  and  nurses 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  111 

supplementing  the  home  economics  teachers,  not  only 
because  they  are  the  persons  best  qualified  by  train- 
ing and  experience,  but  also  because  they  are  the 
persons  who  could  gain  the  confidence  of  the  public. 
This  instruction  can  best  be  handled  in  short  unit  courses, 
organized  to  suit  the  specific  needs  of  the  group  of 
persons  attending. 

b.  The  value  of  recreational  instruction  as  a  part  of  home- 

making  preparation  through  the  organization  of 
courses  in  music  and  home  reading  should  not  be 
overlooked. 

c.  Economics  of  the  home  and  house  furnishing  are  subjects 

of  first  importance  to  the  home-maker,  but  are  little 
emphasized  and  often  taught  so  as  to  rarely  function 
in  practical  life. 

d.  For  the  preparation  of  home-making,  instruction  in  any 

of  the  following  subjects  and  topics  may  be  offered : 
Food  preparation,  preservation  and  service ;  home 
sewing,  including  the  making  and  repairing  of 
clothes,  linens,  and  other  articles ;  millinery  for 
women  and  children ;  home  laundering ;  home 
gardening ;  home  nursing ;  home  invalid  cook- 
ing; house-keeping;  the  study  of  fabrics; 
textile,  dress  and  millinery  designing;  house- 
planning;  interior  and  furniture  designing; 
interior  decoration  and  furnishing;  hygiene 
and  sanitation  ;  household  science ;  dietetics ; 
home  economy  and  accounting. 
One  or  more  of  these  subjects  may  constitute  the  entire 

work  of  the  class. 

e.  Courses  must  offer  solutions  of  pressing  personal  problems 

of  the  group  attending.  Illustrations  of  personal 
problems  here  follow: 

(1)  The  selection  of  material  to  compose  the  subjects 

and  the  methods  of  presentation  must  be  governed 
by  the  vocational  needs  and  the  capacities  of  the 
pupils. 

(2)  A  factory  worker  with  little  time  and  money  can- 

not be  expected  to  be  interested  in  making  a  shirt 
waist,  when  to  keep  it  in  repair  only,  would  be  a 
task.  For  her,  training  of  any  type  must  be 
recreative,  and  energizing. 


112  INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION 

(3)  For  persons  who  have  little  if  any  time  to  sew,  a 

study  of  dress,  the  economics  of  clothing,  its  care 
and  renovation  would  be  helpful.  Clothing  con- 
struction is  far  removed  from  their  possibilities. 

(4)  For  all  persons  who  procure  their  food  at  public 

places,  instruction  in  the  selection  of  food  from 
the  standpoint  of  health  and  their  budget,  is  of 
far  more  importance  to  them  than  instruction  in 
its  preparation. 

(5)  Girls  living  away  from  home  need  assistance  in  bet- 

tering their  housing  conditions. 

(6)  Groups  of  girls  keeping  house  need  instruction  in 

management  of  their  budget.  They  need  to  have 
their  own  particular  economic  problems  worked 
out.  For  them,  balanced  menus  definitely  ar- 
ranged as  to  food  values,  costs,  variations,  seasons, 
etc.,  quantities  for  serving  that  they  may  select 
and  choose  adequately  with  assurance  and  saving 
of  time  and  strength,  would  best  serve  their  needs. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  113 


Topic  XV 

PART-TIME  EDUCATION  IN  HOME  ECONOMICS— CLASS 
ORGANIZATION  AND  COURSES  OF  STUDY 

Prepared  by  Maud  I.  Mtjrchie 

I.  Fundamental  Principles  of  Organization. 

1.  Location  of  centers  of  instruction.     Class  centers  should  be 

located  so  as  to  be  readily  accessible  to  the  groups  need- 
ing instruction. 

a.  In  addition  to  the  High  School  proper,  classes  could  be 

set  up  by  a  High  School  Board,  in  an  elementary 
school,  or  in  any  other  building  suitable  for  the  pur- 
pose :  a  factory,  store,  etc. 

b.  The  foreign  population  could  be  best  served  by  classes 

organized  within  their  own  business  or  home  areas. 

2.  Instruction  should  be  adapted  to  the  maturity  and  experience 

of  students.  Students  with  aims  and  purposes  quite 
different  from  those  in  regular  elementary  and  high 
schools  will  be  in  attendance  upon  part-time  classes. 

a.  Experienced  home-making  students  cannot  be  expected 

to  study  with  the  inexperienced  girls  as  their  needs 
require  methods  which  closely  approximate  the  best 
practice  in  the  well-managed  home. 

b.  The  less  experienced  must  be  taught  details  of  practice 

and  management  that  have  become  automatic  with 
the  experienced  group. 

3.  Standards  of  work.    The  theory  has  long  been  preached  that 

the  home  was  wholly  apart  from  the  commercial  and 
industrial  life  about  us,  and  that  shop  methods  were  not 
suited  to  the  home,  even  though  adjustments  were  made 
to  the  home.    This  resulted  in  obsolete  methods. 
a.  Except  for  plain  sewing  and  renovation,  home  dressmak- 
ing   as    such,    has    disappeared.      The    woman    who 
attends   dressmaking   classes  wishes   to  produce   an 
article  as  stylish  and  well  constructed  as  she  can 
secure  in  a  store.     She  is  interested  in  time  saving 
methods.    Dressmaking  courses  of  the  household  arts 
type  will   accomplish    their   ends   when   they   adopt 
commercial  methods  and  standards  of  work. 


114  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

?;.  The  same  holds  true  of  many  other  home  processes,  for 
commercial  and  institutional  influences  have  greatly 
improved  household  methods,  and  such  should  be 
used  where  possible. 

II.  The  Course  of  Study. 
A.  The  Short-Unit  Course. 

1.  Most  effective  courses  of  study  are  organized  on  the  basis 

of  the  short  unit,  or  on  the  basis  of  problems.  Each' 
unit  is  a  series  of  lessons  and  should  be  complete  in  itself, 
but  a  number  of  units  may  be  arranged  in  a  progressive 
series.  The  short  unit  calls  for  intensive  work;  that 
which  does  not  pertain  directly  to  the  problem  at  hand  is 
eliminated,  economizing  the  time  of  the  pupil. 

2.  The  subject  matter  taught  must  conform  to  seasonal   de- 

mands, and  to  the  food  habits  of  persons  attending.  For 
example,  the  preparation  of  foods  in  which  eggs  figure 
must  be  taught  during  the  season  persons  are  consuming 
eggs  in  their  regular  diet.  Methods  of  food  service  must 
conform  to  the  sensible  methods  used  in  the  home. 

3.  Typical  examples  of  short  unit  courses.     The  units  listed 

may  be  offered  as  separate  courses  in  a  part-time  class 
in  home  economics,  or  they  may  be  arranged  to  form  a 
progressive  series  course  in  home-sewing,  or  combined 
with  other  units  of  one  or  more  different  subjects  to  suit 
the  needs  of  the  community  and  the  convenience  of  the 
institution  offering  the  course. 
These  units  are  not  arranged  as  a  progressive  series,  but 
rather  are  intended  to  indicate  a  unit  course  as  a  type, 
together  with  suggested  unit  titles,  length  of  possible 
course  in  hours  and  weeks,  and  the  seasonal  demand  for 
the  same.  Many  of  these  units  may  be  offered  at  any 
time  of  the  year.  Students  may  enroll  for  instruction 
in  any  one  or  more  units. 
a.  Millinery  for  women  and  children.* 

(1)   Unit — Spring  millinery  for  women  and  children. 
2  hours  a  week  for  from  4  to  6  weeks.    March  and 
April. 
(2)  Unit — Children's  hats,  bonnets,  and  baby  caps. 

4  hours  a  week  for  from  3  to  5  weeks.    March  and 
April.     Seasonal 


*  These  units  were  suggested  at  a  recent  conference  held  in  Los  Angeles. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  115 

(3)  Unit — Summer  hats. 

4  hours  a  week  for  4  weeks.    April  and  May. 

(4)  Unit— Fall  hats. 

4  hours  a  week  for  from  4  to  6  weeks.  September 
and  October.     Seasonal. 

(5)  Unit — Winter  hats. 

4  hours  a  week  for  from  4  to  6  weeks.  October 
and  November. 

(6)  Unit — Vacation  hats,  sport  hats,  outing  hats,  early 

fall  hats. 
4  hours  a  week  for  from  4  to  6  weeks.    May,  June, 
July,  and  August.    Seasonal. 

(7)  Unit — Hand-made  flowers  and  ornaments. 

4  hours  a  week  for  from  3  to  4  weeks. 

(8)  Unit — Dress  accessories. 

4  hours  a  week  for  from  3  to  4  weeks.  Belts,  bags, 
collars,  scarfs,  decorated  parasols,  etc.  Hand- 
made flowers  and  dress  accessories  might  well 
be  combined  as  a  single  course.  Offered  twice 
a  year.  November  and  December,  January 
and  February.    Seasonal. 

(9)  Unit — Light  shade  making. 
(a)   Unit — Art  needlework. 

4  hours  a  week  for  from  4  to  6  weeks.    Home  deco- 
ration,   needlework,    block-printing,    weaving, 
etc.     January  and  February,  November  and 
December.    Seasonal. 
b.  Clothing  and  household  fabrics. 
(1)   Unit— Children's  clothing. 

4  hours  a  week  for  8  or  9  weeks. 
Subdivisions  (a),  (6),  or  (c)  might  each  be  of- 
fered as  a  separate  and  distinct  course,  where 
the  demand  is  sufficient.  July  and  August  ex- 
cellent time  for  schedule.  September  until 
middle  of  October, 
(a)   Underwear  for  children. 

4  hours  a  week  for  1  or  2  weeks. 
(&)   Dresses  for  children. 

4  horn's  a  week  for  3  weeks, 
(c)   Cotton  and  wool  suits  for  boys. 
4  hours  a  week  for  4  weeks. 


116  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

(2)  Unit — Layette  or  clothing  and  other  articles  for  the 

baby. 
4  hours  a  week  for  from  4  to  6  weeks. 
Study  and  construction  of  clothing'. 

Study  of  other  articles  included  in  a  layette. 

(3)  Unit — Household  fabrics. 

4  hours  a  week  for  from  4  to  5  weeks. 
Seasonal — November  and  December. 
Preceding  January  sales. 

(a)   Household  linens,  bed  and  table. 

(&)   Draperies. 

(c)  Curtains. 

(d)  Table  runners. 
(c)    Cushions,  etc. 

(4)  Unit — Family  wardrobe,  or  study  of  dress. 

February  and  March,  seasonal. 

September,  seasonal. 

4  hours  a  week  for  2  weeks. 

Family  wardrobe  studied  from  the  standpoints  of 
comfort,  convenience,  utility,  and  income. 

Problems  of  how  to  plan  the  wardrobe;  to  supple- 
ment clothing  on  hand,  etc. 

(5)  Unit — Underwear  for  the  family. 

4  hours  a  week  for  from  4  to  6  weeks. 
November  and  December,  seasonal. 

(6)  Unit — Underwear  for  the  family,  continued. 

(a)   Study  of  underwear. 

(&)   Selection    and   construction    of   flannel    and 
muslin  garments. 

(c)  The  ready-to-wear  garments. 

(d)  The   home-made   garments,   etc. 

(7)  Unit — House  dresses  and  gowns. 

4  hours  a  week  from  4  to  6  weeks. 

(8)  Unit — Shirt  waists  and  blouses. 

4  hours  a  week  for  6  weeks. 
February  and  March,  seasonal. 

(9)  Unit — Summer  dresses. 

4  hours  a  week  for  from  4  to  6  weeks. 
April  and  June,  seasonal. 
(10)   Unit— Tailored  skirts. 

4  hours  a  week  for  4  weeks. 
Cotton,  wool,  silk. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  117 

Use  of  commercial  patterns. 
September  until  middle  of  November. 

(11)  Unit — One-piece  dress. 

4  hours  a  week  for  from  5  to  6  weeks. 

Wool  or  silk. 

September  until  middle  of  January. 

(12)  Unit— Simple  coats. 

4  hours  a  week  for  from  4  to  6  weeks. 
September  until  middle  of  March,  as  season  de- 
mands. 
?.  Preparation  and  service  of  foods. 

(1)  Unit — Table  service. 

4  hours  a  week  for  3  weeks. 

(a)   Selection  and  care  of  linen,  dishes  and  sil- 
ver. 
(&)   Table  manners. 

(c)   Study  and  practice  in  planning,  prepara- 
tion and  service  of  balanced  meals,  etc. 

Note. — Place  emphasis  upon  home  needs  of  group 
attending. 

(2)  Unit — Balanced  meals  or  how  to  plan  a  meal. 

4  hours  a  week  for  4  weeks. 

Study  and  practice  in  the  adjustment  of  meals  to 
the  comfort  and  general  welfare  of  the  house- 
hold. 

Breakfasts. 

The  Sunday  dinner. 

The  company  dinner. 

Suppers. 

Friday  night  dinners. 

Children's  meals. 

Invalids'  meals. 

(3)  Unit — Buying  and  cooking  meats. 

4  hours  a  week  for  2  weeks. 

Emphasis  upon  the  less  expensive  cuts,  and  the 
preparation  of  palatable  meat  extension  dishes. 

(4)  Unit— Fish. 

4  hours  a  week  for  2  weeks. 

Selection  and  preparation. 

Emphasis  upon  uses  of  left-over  portions. 

(5)  Unit — Marketing  and  care  of  foods. 

Two  2-hour  lessons — 1  week. 


118  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

(6)  Unit — Meat  substitutes. 

4  hours  a  week  for  2  weeks. 

(7)  Unit — Buying  and  cooking-  of  vegetables. 

4  hours  a  week  for  2  weeks. 

(a)  Vegetable  cookery,  4  hours. 
(?>)  Vegetables  used  in  salads,  2  hours. 
(c)  Vegetables    taught    in    connection    with 
soups,  2  hours. 

(8)  Unit — Desserts. 

4  hours  a  week  for  2  weeks. 

Pastry,  cakes,  puddings,  frozen  desserts,  miscel- 
laneous. 

(9)  Unit — Preservation  of  foods. 

4  hours  a  week  for  3  weeks. 

(a)  Canning  and  drying. 

(b)  Pickles,  preserves,  jellies,  etc. 

(10)  Unit— Hot  breads. 

4  hours  a  week  for  2  weeks. 

(11)  Unit — Yeast  breads. 

4  hours — 1  week. 

(12)  Unit — Candy  for  the  holidays. 

4  hours — 1  week. 

B.  Organized  About  a  Problem. 

1.  Home  economics  instruction  may  grow  out  of  problems  con- 
fronting people  in  every  day  life,  of  which  the  following 
are  suggestive : 

a.  "What  foods  will  give  me  the  best  investment  for  my 

money  ? ' ' 

b.  "How  shall  I  select  foods  so  as  to  keep  the  family  in  the 

best  physical  and  mental  condition?" 

c.  "What  furnishings  do  I  need  for  my  bedroom,  in  order 

to  have  it  convenient,  sanitary  and  attractive?" 

d.  "How  may  I  improve  my  personal  appearance?" 

e.  "How  may  I  cultivate  habits  of  thrift?" 

/.  "How  shall  I  clothe  1113^  feet  to  keep  them  in  normal  con- 
dition?" 

This  type  of  organization  makes  it  possible  to  cover  a  large 
number  of  home  interests  in  a  vital  manner  in  a  short 
time. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  119 

C.  Organized  About  a  Project. 

1.  Instruction  is  most  effective  when  daily  results  can  be  put 

into  practice  in  real  homes.  A  long  sustained  piece  of 
work  cannot  be  accomplished  at  the  school  and  so  the 
school  time  must  be  largely  devoted  to  illuminating  out- 
side problems.  The  instruction  and  guidance  must  be 
projected  into  their  out-of -school  life. 
The  home  project  offers  an  opportunity  to  provide  instruc- 
tion functioning  in  the  home.  The  basis  for  the  selection 
of  a  project  is  always  some  manifest  interest  on  the  part 
of  the  pupil. 

2.  Examples  of  home  projects : 

a.  A  study  in  home  equipment  for  a  given  home. 

b.  Study  in  cost  of  clothing  for  a  definite  family  income. 

c.  Housekeeping  for  one  week  under  given  circumstances. 

d.  Canning  a  variety  of  fruits  and  vegetables  as  the  win- 

ter supply. 

e.  Marketing  of  foods  for  a  family  for  a  given  time. 

/.  Keeping  an  expense  account  over  a  period  of  time  ade- 
quate to  make  it  representative,  together  with  a  study 
of  the  account. 

g.  Working  out  an  economical  plan  for  routing  of  household 
duties  in  a  given  home. 

h.  A  house  furnishing  problem  with  a  given  sum  for  expen- 
diture. 

i.  Planning,  buying  and  constructing  the  wardrobe  for  a 
given  member  of  the  family. 

3.  Requisities  of  a  project. 

a.  The  project  must  be  complete  and  be  a  purposeful  unit 

of  interest  or  activity,  and  must  be  applied  to  real 
situations  in  life. 

b.  The  pupil  must  have  in  mind  a  more  or  less  clearly  de- 

fined plan  of  procedure. 

c.  The  problem  must  be  new  to  the  pupil  or  presented  from 

a  new  angle. 

d.  It  must  be  part  of  the  instruction  at  school. 

e.  Work  must  be  supervised. 

/.  Records  of  work  must  be  honestly  kept. 

g.  Written  and  oral  report  must  be  submitted  to  the  teacher. 

h.  No  school  credit  system  should  be  developed  which  would 
displace  the  student's  real  motives  of  work,  or  trans- 
fer his  interest  from  his  real  problem. 


120  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

i.    Parents  and  teachers  must  cooperate. 

A  manual  activity  that  does  not  completely  result  in  the 
completion  of  a  unit  is  not  a  project ;  neither  is  one  which 
only  illustrates  an  idea,  a  project. 

To  estimate,  select,  prepare,  can  and  store  the  necessary 
available  fruits  and  vegetables  as  a  winter's  supply  for 
a  given  family  would  be  a  project,  but  to  can  ten  quarts 
of  tomatoes  would  be  a  method  or  drill  exercise  only. 

The  student  must  be  conscious  of  the  end  in  view  and  work 
through  processes  and  ideas  to  the  end. 

III.  Methods  of  Instruction. 

1.  The  usual  school  laboratory  method  in  the  teaching  of  cook- 

ing and  sewing  is  not  adapted  to  part-time  classes. 

2.  The  class  demonstration  method  must  largely  prevail.     The 

subject  matter  must  be  so  organized  and  presented  that 
the  school  time  is  largely  used  to  direct  and  supervise 
home  work.  For  example,  the  preparation  of  eggs  in 
various  ways  as  breakfast  foods,  could  be  explained  and 
demonstrated  by  the  teacher  with  student  assistance. 

3.  Typed  or  printed  recipes  with  directions  should  be  taken 

home  by  the  pupils  for  practice  there.  Where  possible 
sample  results  could  be  brought  back  to  school  for  in- 
spection. 

4.  An  examination  would  consist  of  an  opportunity  given  at 

school  or  at  home  for  the  pupil  to  demonstrate  her  ability 
to  prepare  certain  dishes,  or  an  entire  meal. 

5.  Sewing,  including  millinery  would  need  to  be  taken  home 

by  the  pupils  and  work  pursued  there,  rather  than  to 
have  the  articles  placed  in  a  school  locker  until  the  next 
lesson. 

6.  Such  methods  emphasize  individual  instruction  on  the  part 

of  the  teacher,  and  develop  initiative,  responsibility  and 
judgment  on  the  part  of  the  pupil. 

7.  Some  pupils  have  no  opportunities  to  practice  in  their  own 

homes  because  of  boarding,  living  in  hotels,  or  in  homes 
with  servants.  Such  pupils  should  be  given  the  oppor- 
tunity to  practice  in  school  kitchens  or  in  school  practice 
houses. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  121 

IV.  Teachers  for  Part-time  Home  Economics  Instruction. 

1.  In  the  choice  of  a  teacher,  the  most  important  factor  is  her 
attitude.  The  most  effective  teacher  is  the  one  who  has 
had  considerable  experience  with  affairs  outside  as  well 
as  inside  of  the  school  room.  The  following  are  possible 
sources : 

a.  Elementary  and  high  school  teachers. 

b.  The  efficient  home-makers  now  teaching  other  subjects  in 

the  elementary  and  high  schools. 

c.  Experienced  home-makers  now  in  training  in  this  state 

as  home  economics  teachers  for  high  schools. 

d.  Experienced  home-makers  who  have  had  teaching  experi- 

ence, and  who  may  be  induced  to  return  to  the  school 
for  part-time  service. 

e.  Home  economics  teachers  now  in  service  may  be  used  in 

part. 
/.  Ex-teachers  who  may  be  available  for  part-time  service. 


122  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Topic  XVI 
CITIZENSHIP  AND  HEALTH 

Prepared  by  Mr.  A.  J.  Cloud,  Assistant  Superintendent  of  Schools, 
San  Francisco,  California 

I.  The  importance  of  instruction  in  Citizenship  and  Health  is  shown 
by  the  fact  that  the  State  Board  of  Education  requires 
that  a  definite  period  of  time  (forty  minutes,  weekly)  be  de- 
voted to  it  in  all  part-time  classes. 

1.  The  pupils  who  will  be  enrolled  in  the  part-time  schools  are 

citizens,  real  participants  in  community  affairs,  and  if 
they  are  given  the  proper  education  by  the  schools,  they 
become  more  valuable  members,  not  only  of  the  working 
unit,  but  of  society  as  a  whole. 

2.  For  this  reason,  citizenship  instruction  is  vital.    The  pupil's 

action  depends  not  only  upon  information,  interest  and 
will,  but  upon  good  judgment.  Therefore,  he  must  be 
trained  to  judge  a  situation  and  meet  it  in  the  right  way. 

3.  Good  citizenship  involves  good  health.     Every  year  there  is 

an  enormous  economic  waste  in  the  United  States,  caused 
by  poor  health  or  preventable  diseases  which  would  not 
occur  if  proper  care  were  given  to  the  matter  of  health 
instruction.  Dr.  Frank  Leavitt  says :  ' '  Perhaps  the 
highest  service  which  can  be  rendered  to  society  by 
industrial  hygiene  is  to  educate  industrial  classes  to 
recognize  unhygienic  conditions,  to  cooperate  with  other 
citizens  in  eliminating  them,  and  to  secure  the  enforce- 
ment of  health  regulations.  Where  can  this  be  done 
more  effectively  than  in  the  schools?" 

II.  Objects  of  Instruction. 

1.  To  develop  love  of  our  country,  loyalty  to  its  institutions  and 

ideals,  and  to  promote  active  and  willing  acceptance  of 
the  duties  and  privileges  of  American  electors. 

2.  To  emphasize  the  protection  which  good  government  affords. 

3.  To  show  the  dependence  of  individuals  upon  social  agencies. 

4.  To  show  the  benefits  of  cooperative  actions. 

5.  To  emphasize  personal  responsibility. 

6.  To  establish  right  habits  of  thought  and  action. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  123 

7.  To  show  the  influence  of  health  upon  citizenship  and  to 
arouse  an  active  interest  in  the  promotion  of  the  general 
welfare  through  a  knowledge  of  the  principles  of  com- 
munity hygiene. 

III.  Suggestions  Concerning  Units  of  Instruction. 
1.  Citizenship. 

a.  Constant  stress  upon  civic  virtues,  which  having  been 

established  by  the  individual  first  in  himself  as  funda- 
mental habits  of  good  character,  may  then  become 
standards  of  conduct  for  him  in  his  relations  to 
society. 
(1)  Such  "civic  virtues"  as  patriotism,  initiative,  effi- 
ciency, ideals  of  cooperation  and  of  service,  etc. 

b.  Lessons  in  community  life, — with  direct  application  first 

to  the  local  community  in  which  the  student  lives  and 
of  which  he  is  a  part,  and  then,  to  the  state  and  nation 
at  points  of  contact  with  the  local  environment. 

(1)  A  study  of  public  questions,  so  that  the  prospective 

voter  may  cast  his  ballot  intelligently  upon  issues 
submitted  to  the  electorate  for  decision;  as,  pub- 
lic ownership  of  utilities,  conservation,  woman 
suffrage,  etc. 

(2)  A  study  of  community  activities,  so  that  the  pros- 

pective voter  may  realize  the  need  of  competent 
and  experienced  public  officials,  and  thus  be  ready 
to  join  with  them  in  the  fulfillment  of  their  func- 
tions. 

(3)  A   study   of  governmental   procedure   in   the   com- 

munity. 
(a)   As,  reasons  for  and  methods  of  taxation,  legal 
procedure   involved  in   conveyances   of   prop- 
erty, etc. 

(4)  A  study  of  the  elements  of  ideal  government  by  the 

people  leading  to  the  formulation  of  principles 
into  a  Creed  of  Democracy. 

c.  A  specific  study  of  typical  agencies  of  government,  show- 

ing relation  existing  between  local  community,  state, 
and  nation,  and  the  services  rendered  by  these 
agencies  to  the  citizen. 


124  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

(1)  Local     community — as,     protection     (police,     fire, 

health),  education  (schools,  libraries),  communi- 
cation, transportation,  recreation,  civic  beauty, 
charities,  correction,  public  utilities  (telephone, 
telegraph). 

(2)  State  and  national  governments, — executive,  legisla- 

tive, and  judicial  branches.  As  applied  to  the 
state,  regulation  of  business,  road  building,  reve- 
nue, industrial  commissions,  housing  and  immi- 
gration, etc.  As  applied  to  the  nation,  a  study 
of  the  United  States  Constitution — brief,  but  com- 
prehensive, the  post  office,  parcel-post,  trusts, 
national  defense,  revenue,  foreign  affairs,  public 
health,  etc. 
d.  A  specific  study  of  the  citizen's  share  in  government  in  a 

democracy,  applied  in  turn  to  local  community,  state, 

and  nation. 

(1)  The  voting  franchise — meaning,  duties  attached. 

(Naturalization  to  be  emphasized  according  to 
needs  of  group.) 

(2)  Election  machinery. 

(3)  Political  parties. 

(4)  Civil  service. 

(5)  Methods  of  improving  government  through  enlight- 

ened public  opinion  registering  the  will  of  the 

people. 

d.  A  survey  of  the  social  and  economic  aspects  of  citizenship 

(to  be  proportioned  to  the  time  allowed,  adapted  to 

the  advancement  of  and  to  the  varying  vocations  of 

the  group).     Such  considerations  as: 

(1)  Home  and  family  life  and  conditions,  from  the  point 

of  view  of  community  interest  in  them. 

(2)  Property  rights — public  and  private;  and  as  related 

to  labor,  for  example  in  strikes,  picketing,  boycot- 
ting, injunctions,  minimum  wage  laws,  workmen 's 
compensation,  employment  bureaus,  mother's 
pensions,  thrift,  etc. 

(3)  Modern  industrial  developments  and  problems,  as, 

the  industrial  revolution  and  its  consequences; 
production,  distribution,  and  exchange;  labor 
unions ;  public  regulation ;  cooperation  and  profit- 
sharing;  taxation  in  general;  single  tax;  social- 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  125 

ism ;  sabotage ;  merchant  marine ;  the  tariff ; 
money;  immigration;  cost  of  living;  poverty; 
crime,  etc. 
(4)  The  United  States  as  a  world-power — international 
relationships;  the  Monroe  Doctrine;  League  of 
Nations;  etc. 
2.  Health. 

a.  A  study  of  proper  individual  health  habits,  in  relation  to 

such  topics  as  food,  fresh  air,  lighting,  temperature, 
posture,  cleanliness,  dust,  clothing,  exercise,  recre- 
ation, fatigue,  accidents,  hazards,  poisons  and  fumes, 
alcohol,  tuberculosis,  etc. 

b.  A  survey  of  community  health  conditions  in  relation  to 

such  topics  as  water  supply,  drinking  fountains,  milk, 
garbage,  and  sewage  disposal,  the  fly  problem,  the 
mosquito  problem,  infectious  and  contagious  diseases, 
street-cleaning,  industrial  and  factory  safety  and 
health  precautions,  etc. 

IV.  Suggestion  Relative  to  Method. 
1.  Citizenship. 

a.  Develop  the  above  topics  according  to  the  following  steps  : 

the  idea  involved,  the  need,  the  duties  or  service  per- 
formed, the  organization  and  means  of  maintenance. 
Make  the  instruction  personal.  Awaken  interest  and 
enthusiasm  by  local  application  to  concrete  situations, 
basing  the  lessons  upon  common  everyday  experi- 
ences of  the  student.  Use  much  reference  material ; 
avoid  close  adherence  to  text-book  formulas.  Use  the 
newspaper  and  magazine,  pictures,  maps,  charts, 
legislative  bills,  specimen  ballots,  tax-bills,  budget 
exhibits,  etc.  Have  the  group  make  scrap-books,  hold 
debates,  utilize  dramatization.  Employ  the  project 
and  problem  method  with  the  idea  of  participation 
by  the  student  in  governmental  activities  foremost,  on 
the  principle  of  ' '  learning  to  do  by  doing. ' '  Do  not 
merely  talk  about  community  life.  Furnish  all  pos- 
sible opportunities  for  the  development  through  prac- 
tice of  the  ideal  of  the  citizenship  of  service, — such 
as  the  organization  of  advisory  councils,  self-govern- 
ment associations,  clubs,  and  other  similar  activities. 

b.  The   following  method  will  be   of  special  value  to   the 

youths  from  immigrant  homes. 


126  INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION 

(1)  Reading  and  discussion  of  documents  illustrating 

the  progressive  development  of  principles  of 
American  democracy,  such  as  the  Mayflower 
Compact,  the  Declaration  of  Independence,  the 
Preamble  to  the  Constitution,  the  Gettysburg  Ad- 
dress, and  addresses  of  Theodore  Roosevelt  and  of 
Woodrow  Wilson. 

(2)  A  comparative  study  of  institutions  and  ways  of 

life  and  of  other  nations  and  peoples. 

(3)  Celebration  of  national  holidays  and  anniversaries, 

such  as  Lincoln's  Birthday,  Washington's  Birth- 
day, Memorial  Day,  the  Fourth  of  July,  Labor 
Day,  Columbus  Day,  Thanksgiving  Day,  Christ- 
mas Day,  Flag  Day,  etc. 

(4)  Readings  and  discussions  of  noble  deeds  of  Ameri- 

can patriots — foreign-born  and  native-born. 

(5)  Committing  to  memory  and  singing  or  reciting  of 

the  national  anthem,  patriotic  songs  and  poems, 
and  the  pledge  of  allegiance  to  the  flag. 

(6)  Formulation  of  the  creed  of  democracy  into  a  pledge 

for  each  citizen  to  give. 
2.  Health. 

a.  Regular  physical  exercise  in  class-room,  as  outlined  in 
any  good  physical  education  program,  especially  with 
refernce  to  correction  of  physical  defects. 
1).  Observance  of  health  laws  and  ordinances.    Participation 
in  movements  for  the  improvement  of  public  health 
conditions, 
c.  Problem  and  project  instruction.     Visits  to  public  and 
private  institutions  illustrative  of  health  conditions. 
Use  of  newspaper,  magazine,  and  book  material,  illus- 
trative pictures,  slides,  etc. 
V.  Type  Lesson  Units. 

1.  Lesson :  Protection  of  life  and  property. 

Aim :  To  show  how  the  community  protects  the  life  and 

property  of  its  citizens. 
Approach :  Discussion  of  some  disaster  resulting  in  loss 
of  life  and  property,  with  which  the  class  is  familiar. 
Development:  Means  by  which  the  community  protects 

life  and  property. 
In  tenements,  houses  and  schools : 

Fire  exits,  fire  escapes,  building  laws,  and  inspection. 


INTRODUCTORY    COURSE   ON   PART-TIME    EDUCATION  127 

In  the  street: 

Traffic  regulations  and  traffic  squad. 
Underground  wires. 
Street  lighting. 
In  transportation. 

Safety  devices  and  regulations. 
Coast  survey,  lighthouses,  life  saving  stations. 
Regulation  and  inspection  of  fire  escapes  and  eleva- 
tors. 
Means  by  which  the  community  protects  its  citizens  from 
fire: 
Water  supply. 
Fire  Department. 
Forest  Rangers. 
Building  Regulations. 
Fire  Prevention  Movement. 
Police. 
Responsibility  of  the  citizen: 

Pupils  should  be  taught  the  proper  use  of  safety 
devices,  the  cost  of  fire,  etc.,  to  the  community, 
and  their  duty  in  the  prevention  of  accidents. 
2.  Lesson :  Cigarettes. 

Aim :  To  present  the  harmful  effects  of  cigarettes  on  the 

•    growing  boy. 
Approach:  (To  be  supplied  by  the  teacher.) 
Development:    "The    Case    Against    the    Little    White 
Slaver,"  published  by  Henry  Ford,  Detroit,  Michi- 
gan, and  sent  out  with  his  compliments,  g'ives  material 
for  a  crusade  against  the  cigarette  habit  which  ought 
to  be  carried  on  in  every  school.    It  presents  the  sub- 
ject in  a  way  which  is  new  to  the  average  boy  and 
in  a  way  which  has  a  very  strong  appeal  even  to  the 
confirmed  user  of  cigarettes. 
Injuries  from  cigarettes : 

Cigarettes  injure  a  growing  boy  physically : 

They  injure  the  lungs,  cause  shortness  of  "wind" 
in  athletic  work,  and  lessen  resistance  of  the 
lungs  to  disease. 
They  injure  the  mucous  membrane  of  the  throat 
air  passages,  reducing  the  resistance  of  the  tis- 
sues. 
They  injure  the  heart  as  shown  by  pulse  tracings. 


128  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

They  help  to  increase  blood  pressure  and  harden 
the  arteries. 
Cigarettes  injure  a  growing  boy  mentally.    (You  have 

an  example  in  your  own  school,  probably.) 
Cigarettes  injure  a  growing  boy  socially : 

Cigarette  smoking  reduces  a  boy's  chances  for 
business  success  and  advancement  in  social  life. 
Smoking  by  boys  is  unlawful  in  most  states :  hence 
such  boys  are  law  breakers. 
Cigarette  smoking  injures  a  boy  morally. 

The  cigarette  smoker  is  more  likely  to  cheat  and 

steal  than  the  non-smoker. 
Large  proportion  of  boys  brought  into  the  juve- 
nile courts  of  the  country  are  smokers. 
Almost  every  drinker  is  a  smoker. 
The  cigarette  smoker  is  more  likely  to  get  into 
other  bad  habits. 
Questions: 

1.  Can  student  government  be  used  successfully  with  part-time 

classes  ? 

2.  Suggest  topics  which  can  be  used  for  project  work  in  courses 

in  Citizenship  and  Health. 

3.  How  may  the  lunch  hour  be  used  to  continue  this  instruction  ? 

4.  How  can  unhygienic  habits  be  overcome? 

5.  How  can  home  sanitation  be  made  a  vital  matter? 

Eeferences 

Publications  of  California  Commission  of  Immigration  and  Housing,  Num- 
bers 1-16,  inclusive. 

Dean,  The  Worker  and  the  State,  The  Century  Company. 

Judd,  Marshal,  and  others,  Lessons  in  Community  and  National  Life, 
United  States  Bureau  of  Education. 

Towne,  Social  Problems,  The  Macmillan  Company. 

Stewart,  Social  Problems,  Allyn  and  Bacon. 

Suggested  Bibliography  on  Health 

Tolman,  Hygiene  for  the  Worker,  American  Book  Company. 

Bussey,  A  Manual  of  Personal  Hygiene,  Ginn  and  Company. 

Coleman,  A  Handbook  of  the  People's  Health,  D.  C.  Heath  and  Company. 

Brown,  Health  in  Home  and  Town,  T>.  C.  Heath  and  Company. 

Hutchinson,  Community  Hygiene,  Hougton  Mifflin  Company. 

Bitchie,  Primer  of  Sanitation,  World  Book  Company. 

Bitchie  and  Caldwell,  Primer  of  Hygiene,  World  Book  Company. 

Williams,  Healthful  Living,  The  Macmillan  Company. 

Bapeer,  Educational  Hygiene,  Charles  Schibner's  Sons. 

Terman,  The  Hygiene  of  the  School  Child,  Houghton  Mifflin  Company. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  129 


Appendix  I. 

THE  CALIFORNIA  PART-TIME  EDUCATION  LAW 

[To  be  used  in  connection  with  Topic  III.] 

ASSEMBLY  BILL  NO.  516. 

CHAPTEE  506. 

[Approved  May  27,  1919.] 

An  act  to  require  certain  high  school  districts  to  provide  part-time  educational  op- 
portunities in  civic  and  vocational  subjects  for  persons  under  eighteen  years  of 
age,  ivho  are  not  in  attendance  upon  full-time  day  schools,  and  part-time  educa- 
tional opportunities  in  citizenship  for  persons  under  twenty-one  years  of  age 
who  can  not  adequately  speak,  read  or  write  the  English  language;  to  enforce 
attendance  upon  such  part-time  classes  where  established,  and  providing 
penalties  for  violation  of  the  provisions  of  this  act. 

The  people  of  the  State  of  California  do  enact  as  follows: 

Section  1.  The  high  school  board  of  each  high  school  district  wherein  there 
were  enrolled,  in  the  regular  day  classes  of  the  high  schools  of  said  district 
during  the  school  year  next  preceding,  fifty  or  more  persons  living  within  a 
radius  of  three  miles  of  a  high  school  located  in  said  district,  must  establish 
and  maintain,  under  the  provisions  of  section  one  thousand  seven  hundred 
fifty  c  of  the  Political  Code,  special  day  part-time  classes  which  shall  provide 
at  least  four  sixty-minute  hours  of  instruction  per  week  for  all  persons  within 
the  district  who  are  over  fourteen  and  under  eighteen  years  of  age  who  are  not 
in  attendance  upon  full-time  public  or  private  day  schools  for  four  or  more 
sixty-minute  hours  per  week,  and  who  are  not  subject  to  the  provisions  of  an 
act  entitled  "An  act  to  enforce  the  educational  rights  of  children  and  provid- 
ing penalties  for  the  violation  of  the  act,"  approved  March  24,  1903,  as 
amended.  Said  classes  must  be  maintained  between  the  hours  of  eight  a.m.  and 
five  p.m.  and  must  provide  suitable  instruction  for  the  various  individuals  for 
whose  benefit  they  are  established. 

Sec.  2.  The  high  school  board  of  each  high  school  district  wherein  there  are 
living,  within  a  radius  of  three  miles  of  any  high  school  located  in  said  district, 
twenty  or  more  persons  over  eighteen  and  under  twenty-one  years  of  age  who 
expect  to  remain  in  the  district  for  a  period  of  two  or  more  months,  who  are 
not  in  attendance  for  at  least  four  sixty-minute  hours  per  week  upon  regular 
full-time  public  or  private  day  schools,  or  suitable  part-time  day  classes  such 
as  those  specified  under  section  one  of  this  act,  and  who  can  not  speak,  read  or 
write  the  English  language,  to  a  degree  of  proficiency  equal  to  that  required 
for  the  completion  of  the  sixth  grade  of  the  elementary  schools  of  this  state, 
must  establish  and  maintain  special  classes  in  evening  schools  or  special  even- 
ing classes  under  the  administration  of  day  schools,  as  authorized  by  section 
one  thousand  seven  hundred  fifty  c  of  the  Political  Code.  Said  classes  shall 
provide  instruction  in  citizenship  for  such  persons  for  at  least  four  sixty-minute 
hours  per  week  for  at  least  thirty-six  weeks  of  the  school  year. 


130  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

Sec.  3.  First — All  persons  under  eighteen  years  of  age  who  are  too  old  to  be 
subject  to  the  provisions  of  an  act  entitled,  "An  act  to  enforce  the  educational 
rights  of  children,  and  providing  penalties  for  the  violation  of  the  act,"  ap- 
proved March  24,  1903,  as  amended,  who  have  not  graduated  from  a  high  school 
maintaining  a  four-year  course  above  the  eighth  grade  of  the  elementary 
school,  or  who  have  not  had  an  equal  amount  of  education  in  a  private  school 
or  by  private  tuition,  who  are  not  disqualified  for  attendance  upon  these 
classes  because  of  their  physical  or  mental  condition,  or  because  of  personal 
service  that  must  be  rendered  to  their  dependents,  who  reside  within  three 
miles  of  a  suitable  class  maintained,  either  voluntarily  or  under  the  provisions 
of  this  act  by  a  high  school  district,  and  who  are  not  in  attendance  upon  a 
public  or  a  private  full-time  day  school  or  satisfactory  part-time  classes  main- 
tained by  other  agencies,  shall  be,  and  hereby  are,  required  to  attend  upon  a 
special  part-time  class  maintained  by  the  high  school  board  of  the  district 
wherein  they  reside,  or  by  the  high  school  board  of  an  adjoining  district,  for 
not  less  than  four  sixty-minute  hours  per  week  for  the  regularly  established 
annual  school  term;  provided,  that  the  local  school  authorities  may  accept  in  lieu 
thereof  not  less  than  one  hundred  forty-four  hours  of  attendance  which,  begin- 
ning with  the  opening  of  the  high  schools  of  the  district  for  the  year,  shall  be 
accumulated  at  the  rate  of  not  less  than  four  sixty-minute  hours  per  week;  and 
provided,  further,  that  the  local  school  authorities  may,  in  their  discretion, 
arrange  with  the  parents,  guardian  or  other  person  responsible  for  any  minor 
for  his  full-time  attendance  upon  a  special  class  maintained  for  such  minor  at 
a  convenient  season,  wherein  he  may  secure  the  one  hundred  forty-four  hours 
of  attendance  required -of  him  under  the  provisions  of  this  act.  When  any  such 
parent,  guardian  or  other  person  responsible  for  such  minor  agrees  with  the 
local  school  authorities  that  said  minor  shall  attend  full-time  classes  for  any 
given  period,  such  parent,  guardian  or  other  person  becomes  responsible  for 
said  minor's  compulsory  attendance  upon  these  classes  for  said  period. 

Second — All  persons  over  eighteen  and  under  twenty-one  years  of  age  who 
can  not  speak,  read  or  write  the  English  language  to  a  degree  of  proficiency 
equal  to  that  required  for  the  completion  of  the  sixth  grade  of  the  elementary 
schools  of  this  state;  who  live  within  a  radius  of  three  miles  of  an  evening 
class  maintained  by  a  high  school  district,  either  voluntarily  or  under  the  pro- 
visions of  this  act,  for  the  instruction  of  such  persons;  who  expect  to  remain 
in  the  district  for  a  period  of  two  or  more  months;  who  are  not  disqualified  for 
attendance  upon  these  classes  because  of  their  physical  or  mental  condition,  or 
because  of  personal  service  that  must  be  rendered  to  their  dependents;  and  who 
are  not  in  attendance  upon  a  public  or  private  full-time  day  school  or  upon  a 
class  established  under  the  provisions  of  section  one  of  this  act  for  such  per- 
sons under  eighteen  years  of  age,  shall  be,  and  hereby  are,  required  to  attend, 
for  at  least  four  sixty-minute  hours  per  week,  upon  a  special  day  or  evening 
class  maintained  by  a  high  school  district  for  persons  who  can  not  speak,  read  or 
write  the  English  language. 

Sec.  4.  First — It  shall  be  the  duty  of  the  local  school  authorities  to  provide, 
in  so  far  as  possible  through  the  classes  established  under  section  one  of  this 
act,  educational  opportunities  which  shall  be  suitable  for  the  different  needs 
of  the  various  persons  attending  them.     In  carrying  out  the  provisions  of  this 

act: 

a.  They  shall  establish  and  maintain  short  unit  courses  and  give  instruction 
in  civic  and  vocational  subjects  and  subjects  supplementing  home,  farm,  com- 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  131 

mercial,  trade,  industrial  or  other  occupations;  and  they  may  give  instruction 
in  any  elementary,  secondary  or  other  school  subject. 

b.  They  shall  provide  for  individual  counsel  and  guidance  in  social  and 
vocational  matters  for  each  pupil  enrolled  in  these  classes. 

e.  They  shall  give  all  persons  who  are  engaged  in  skilled  occupations  and 
who  are  enrolled  in  these  classes  opportunity  to  better  qualify  themselves  for 
said  occupations. 

d.  They  shall  give  all  persons  who  are  engaged  in  unskilled  occupations  or 
in  occupations  that  do  not  offer  educational  opportunities  and  who  are  in 
attendance  upon  these  classes  opportunity  to  prepare  themselves  for  skilled 
occupations  or  for  occupations  that  offer  opportunities  for  promotion  or  further 
education. 

e.  They  shall  provide  instruction  in  home  economics  subjects  for  those  who 
desire  and  need  work  of  this  character. 

f.  They  shall  provide  instruction   in  oral  and  written  English  and  in  the 
duties  and  responsibilities  of  citizenship  for  persons  enrolled  in  these  classes 
who  can  not  speak,  read   or  write  the  English  language  to  a   degree  of  pro 
ficiency  equal  to  that  required  for  the  completion  of  the  sixth  grade  of  the  ele- 
mentary schools  of  this  state. 

g.  They  shall  not  require  of  pupils  a  minimum  uniform  standard  of  pro- 
ficiency in  any  subjects  maintained  in  these  classes,  except  in  those  subjects 
designed  to  prepare  for  other  classes  or  other  schools. 

h.  They  shall  require  the  principal  of  the  school  to  issue  in  his  name  a  com- 
bined school  enrollment  certificate  and  permit  to  work  to  each  person  enrolled 
in  these  classes,  and  a  duplicate  of  said  certificate  for  his  parents,  guardian  or 
other  person  having  control  or  charge  of  him,  and  from  time  to  time  such  dupli- 
cates of  said  certificate  as  are  necessary  for  filing  with  his  employers,  together 
with  such  other  blanks  as  may  be  necessary  for  the  use  of  employers  in  report- 
ing to  the  principal  information  concerning  the  employment  of  said  person. 
Said  certificate  shall  give  the  name,  age  and  residence  of  the  pupil,  the  name 
and  residence  of  his  parents,  guardian  or  other  person  having  control  or 
charge  of  him,  the  time  of  day  during  which  and  the  days  on  which  he  is  in 
attendance  upon  the  classes,  and  the  character  of  work  that  he  is  pursuing. 
Said  certificate  shall  also  state  any  physical  or  other  condition  that  should 
limit  the  employment  of  said  pupil  and  shall  state  the  date  of  issuance  and 
the  date  of  expiration.  Said  certificate  shall  be  issued  to  persons  enrolling  in 
these  classes  within  five  days  after  their  enrollment.  Certificates  issued  during 
the  first  school  term  shall  expire  five  days  after  the  opening  of  the  next  suc- 
ceeding school  term  of  the  year,  and  certificates  issued  during  the  last  term 
of  the  school  year  shall  remain  valid  until  five  days  after  the  opening  of  the 
first  school  term  of  the  succeeding  year. 

Second — It  shall  be  the  duty  of  local  school  authorities  that  maintain 
classes  under  the  provisions  of  section  two  of  this  act  to  provide,  for  parsons 
who  can  not  speak,  read  or  write  the  English  language,  to  a  degree  of  pro- 
ficiency equal  to  that  required  for  the  completion  of  the  sixth  grade  of  the 
elementary  schools  of  this  state,  instruction  in  such  subjects  and  in  the  duties 
and  responsibilities  of  citizenship. 

Sec.  5.  Each  parent,  guardian  or  other  person  having  control  or  charge  of 
any  minor  required  under  the  provisions  of  section  three  of  this  act  to  attend 
special  part-time  classes,  must  compel  the  attendance  of  such  minor  upon   the 


132  INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION 

same.  He  must  retain  a  copy  of  the  certificate  of  school  enrollment  and  permit 
to  work  provided  for  under  section  four  of  this  act,  and  must  present  the  same 
upon  request  of  any  officer  of  the  law  or  other  person  authorized  to  enforce  the 
provisions  of  this  act. 

Should  any  such  parent,  guardian  or  other  person  having  control  or  charge 
of  any  such  minor  fail  to  perform  any  of  the  above  duties,  he  shall  be  deemed 
guilty  of  a  misdemeanor  and,  upon  conviction,  shall  be  liable,  for  the  first 
offense,  to  a  fine  of  not  more  than  ten  dollars  or  to  imprisonment  for  not  more 
than  five  days,  and  for  each  subsequent  offense  he  shall  be  liable  to  a  iine  of 
not  less  than  ten  dollars  nor  more  than  fifty  dollars,  or  to  imprisonment  for  not 
less  than  five  days  nor  more  than  twenty-five  days,  or  to  both  such  fine  and 
imprisonment. 

Sec.  6.  The  high  school  board  of  any  high  school  district  wherein  a  minor 
resides  who  has  violated  section  three  of  this  act  shall,  on  the  complaint  of  any 
person,  make  full  and  impartial  investigation  of  all  charges  against  any  par- 
ent, guardian  or  other  person  having  control  or  charge  of  any  such  minor  for 
violation  of  section  five  of  this  act. 

If  it  shall  appear  upon  such  investigation  that  any  such  parent,  guardian  or 
other  person  having  control  or  charge  of  any  such  minor  has  violated  the  pro- 
visions of  section  five  of  this  act,  it  is  hereby  made  the  duty  of  the  clerk  of 
said  board,  or  other  person  authorized  by  said  board  to  bring  such  actions,  to 
make  and  file  in  the  proper  court  a  criminal  complaint  against  such  parent, 
guardian  or  other  person  having  control  or  charge  of  any  such  minor,  charging 
such  violation  and  to  see  that  such  charge  is  prosecuted  by  the  proper  author- 
ities; provided,  that  in  cities,  and  in  cities  and  counties,  and  in  school  districts 
having  an  attendance  officer  or  officers,  such  officer  or  officers  shall  have  power, 
and  it  shall  be  their  duty,  to  make  and  file  such  complaint  and  see  that  said 
charge  is  presented  by  the  proper  authorities. 

Sec.  7.  The  employer  of  any  minor  under  eighteen  years  of  age  who  is  too 
old  to  be  subject  to  compulsory  full-time  school  attendnce  under  the  provisions 
of  an  act  entitled  "An  act  to  enforce  the  educational  rights  of  children  and 
providing  penalties  for  the  violation  of  the  act,"  approved  March  24,  1903,  as 
amended,  and  who  resides  in  a  high  school  district  wherein  section  three  of 
this  act  has  become  operative,  shall  require  of  said  minor  a  school  enrollment 
certificate  and  permit  to  work  issued  by  a  high  school  or  elementary  school 
principal  of  a  school  in  the  district.  Said  certificate  shall  be  the  authorization 
of  the  employer  to  employ  said  minor  for  the  period  between  the  date  of  the 
issuance  of  the  certificate  and  the  date  of  its  expiration.  Under  no  conditions 
shall  any  person  employ  a  minor  under  eighteen  years  of  age  who  is  too  old  to 
be  subject  to  compulsory  full-time  school  attendance  under  the  provisions  of 
an  act  entitled  "An  act  to  enforce  the  educational  rights  of  children  and  pro- 
viding penalties  for  the  violation  of  the  act,"  approved  March  24,  1903,  as 
amended,  and  who  does  not  present  such  a  school  enrollment  certificate  and 
permit  to  work.  The  employer  shall  file  and  retain  permanently  said  school 
enrollment  certificate  and  permit  to  work.  Within  five  days  after  the  begin- 
ning of  employment  he  shall  send  to  the  principal  of  the  school  issuing  said 
enrollment  card  and  permit  to  work  a  written  notification  of  such  employ- 
ment. In  said  notification  he  shall  briefly  describe  the  character  of  the  work 
performed  by  the  minor  and  the  time  of  day  during  which  and  the  days  of  the 
week  on  which  he  is  employed.     Said  employer  shall  retain  and  file,  with  the 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  133 

enrollment  certificate  and  permit  to  work  mentioned  above,  a  copy  of  this  noti- 
fication; provided,  that  except  in  agricultural  and  home-making  occupations,  it 
shall  be  illegal  for  any  one  or  more  employers  to  employ  a  minor  under  eighteen 
years  of  age  for  a  greater  number  of  hours  each  day  than  will,  if  added  to  the 
number  of  hours  that  he  is  compelled  to  attend  school  under  the  provisions  of 
this  act,  equal  eight  hours.  It  is  hereby  made  the  duty  of  the  principal  of  the 
school  which  any  pupil  subject  to  the  provisions  of  this  act  attends,  to  add  his 
hours  of  compulsory  daily  school  attendance  and  employment,  and  should  the 
sum  of  such  school  attendance  and  employment  exceed  eight  hours  for  any  day 
of  the  week,  said  principal  shall  give  notification  to  this  effect  to  any  employer 
who  may  be  employing  any  such  pupil  after  he  has  already  served  eight  hours 
in  compulsory  school  attendance  and  at  employment  for  any  such  day.  Except 
in  agricultural  or  home-making  occupations,  it  shall  be  illegal  for  any  employer 
knowingly  to  employ  on  any  day  a  minor  under  eighteen  years  of  age  who  is 
subject  to  the  provisions  of  this  act,  and  who  has  already  served  during  said 
day  eight  hours  of  time  in  compulsory  school  attendance  and  at  employment 
combined. 

Sec.  8.  Any  person,  firm,  corporation,  agent  or  officer  of  a  firm  or  corpora- 
tion that  violates  or  omits  to  comply  with  any  of  the  provisions  of  this  act, 
or  that  employs  or  suffers  any  minor  under  eighteen  years  of  age  who  is  too 
old  to  be  subject  to  compulsory  full-time  school  attendance  under  the  provisions 
of  an  act  entitled  "An  act  to  enforce  the  educational  rights  of  children  and 
providing  penalties  for  the  violation  of  the  act,"  approved  March  24,  1903, 
as  amended,  to  be  employed  in  violation  thereof,  is  guilty  of  a  misdemeanor 
and  shall,  upon  conviction  thereof,  be  punished  by  a  fine  of  not  less  than  fifty 
dollars  nor  more  than  two  hundred  dollars,  or  by  imprisonment  in  the  county 
jail  for  not  more  than  sixty  days,  or  by  both  such  fine  and  imprisonment  for 
each  and  every  offense.  Failure  to  produce  an  enrollment  certificate  and 
permit  to  work,  such  as  that  provided  for  in  section  four  of  this  act,  and  a 
duplicate  of  the  written  notification  of  employment  sent  to  the  high  school 
board,  as  provided  for  in  section  seven  of  this  act,  shall  be  prima  facie  evidence 
of  the  illegal  employment  of  any  minor  whose  enrollment  certificate  and  permit 
to  work  is  not  produced. 

Sec.  9.  It  shall  be  the  duty  of  the  clerk  of  the  high  school  board,  a  truant 
officer  or  other  person  authorized  by  said  board  to  bring  such  actions,  to  bring 
an  action  against  any  person,  firm,  corporation,  agent  or  officer  of  a  firm  or 
corporation  that  employs  a  minor  in  violation  of  the  provisions  of  this  act. 

Sec.  10.  Should  any  controversy  arise  in  any  high  school  district  in  this 
state  over  the  question  as  to  whether  any  person  is  exempt  from  the  compul- 
sory attendance  features  of  this  act,  or  over  the  question  as  to  whether  attend- 
ance on  part-time  classes  maintained  by  other  agencies  may  be  accepted  in  lieu 
of  attendance  upon  the  classes  contemplated  by  this  act,  the  school  superin- 
tendent having  jurisdiction  over  said  district  shall  provide  for  an  investigation 
and  he  shall  render  a  decision;  proi  i<!<'d,  that  should  any  of  the  parties  to  any 
such  controversy  not  be  satisfied  with  the  decision  of  the  superintendent  of 
schools  they  may  appeal  from  his  decision  to  the  superintendent  of  public 
instruction  who  shall  provide  for  a  further  investigation,  upon  the  findings  of 
which  he  shall  decide  the  matter;  and  provided,  further,  that  no  such  instruc- 
tion by  other  agencies  shall  be  accepted  in  lieu  of  the  instruction  provided  by 
part-time  classes  under  the  provisions  of  this  act  unless  the  necessary  instruc- 


134  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

tion  is  given  in  citizenship  and  in  addition  thereto  such  elementary  and  sec- 
ondary school  subjects  as  may  be  desired  by  the  persons  attending  these  classes 
or  by  their  parents  or  guardians. 

Sec.  11.  All  principals  of  high  schools  and  elementary  schools  located  in 
high  school  districts,  wherein  the  provisions  of  section  three  of  this  act  have 
become  operative,  shall  issue  to  all  pupils  enrolled  in  their  respective  schools, 
who  are  not  otherwise  subject  to  the  provisions  of  this  act,  who  are  too  old  to 
be  subject  to  compulsory  full-time  school  attendance  under  the  provisions  of 
an  act  entitled  "An  act  to  enforce  the  educational  rights  of  children  and  pro- 
viding penalties  for  the  violation  of  the  act, ' '  approved  March  24,  1903,  as 
amended,  and  who  are  under  the  age  of  eighteen  years,  a  combined  school  en- 
rollment certificate  and  permit  to  work,  similar  to  that  provided  in  subdivision 
first  of  section  four  of  this  act,  but  modified  to  meet  the  needs  of  full-time  day 
schools;  and  the  principals  of  all  high  schools  wherein  reside  persons  under 
eighteen  years  of  age  who  are  exempt  under  the  provisions  of  section  three  of 
this  act  shall,  upon  request,  register  such  persons  and  shall  issue  to  them  en- 
rollment certificates  and  permits  to  work,  which  shall  state  the  causes  of 
exemption. 

Sec.  12.  Should  any  of  the  provisions  of  this  act  be  in  conflict  with  any  of 
the  provisions  of  an  act  entitled  "An  act  to  enforce  the  educational  rights  of 
children  and  providing  penalties  for  the  violation  of  the  act,"  approved  March 
24,  1903,  as  amended,  or  with  any  of  the  provisions  of  an  act  entitled  "An  act 
relating  to  the  employment  and  hours  of  labor  of  children;  prohibiting  the 
employment  of  minors  under  certain  ages;  prohibiting  the  employment  of  cer- 
tain illiterate  minors;  providing  for  the  enforcement  hereof  by  the  commis- 
sioner of  the  bureau  of  labor  statistics,  and  providing  penalties  for  the  viola- 
tion hereof,"  approved  February  20,  1905,  as  amended,  said  conflicting  provis- 
ions of  this  act  shall  be  null  and  void. 

Sec.  13.  Any  fine  collected  under  the  provisions  of  this  act  shall  be  paid  into 
the  high  school  fund  of  the  high  school  district  wherein  the  minor  resides. 

Sec.  14.  Any  high  school  board  may  maintain  special  part-time  classes  on 
Saturdays,  and  should  it  appear  that  five  or  more  minors  residing  in  any  high 
school  district  which  maintains  such  classes  are  unable  to  arrange  with  their 
employers  for  attendance  upon  such  classes  maintained  on  other  days  and  other 
hours,  the  high  school  board  of  said  district  must  provide  instruction  for  them 
on  Saturday  afternoons. 

Should  it  appear  that  the  interest  of  any  minor  -would  suffer  if  he  were  com- 
pelled to  attend  a  special  part-time  class  under  the  provisions  of  this  act,  the 
high  school  board  of  the  high  school  district  in  which  said  minor  resides  may 
exempt  him  from  compulsory  attendance  upon  any  such  class;  provided,  that  any 
such  high  school  board  may  not  exempt,  by  authority  of  this  section,  a  number 
of  minors  greater  than  three  and  in  addition  thereto  a  number  which  shall 
exceed  five  per  cent  of  the  total  number  of  minors  subject  to  compulsory  attend- 
ance upon  part-time  classes  in  its  district  under  the  provisions  of  this  act. 

Said  board  shall  cause  to  be  issued  to  any  such  exempted  minor  a  combined 
school  enrollment  certificate  and  permit  to  work  which  shall  contain  a  state- 
ment of  the  cause  of,  and  the  time  covered  by,  such  exemption. 

Sec.  15.  The  compulsory  attendance  features  of  this  act,  the  restrictions 
relating  to  the  employment  of  minors  under  eighteen  years  of  age,  and  all  pen- 
alties relating  thereto,  shall  become  operative  as  follows:     During  the  school 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  135 

year  1919-20  and  thereafter  they  shall  apply  to  all  persons  under  twenty-one 
years  of  age  who  are  subject  to  the  provisions  of  this  act  and  who  can  not 
speak,  read  or  write  the  English  language  to  a  degree  of  proficiency  equal  to 
that  required  for  the  completion  of  the  sixth  grade  of  the  elementary  schools 
of  this  state,  and  they  shall  apply  also  to  all  other  persons  subject  to  the  pro- 
visions of  this  act  who  are  less  than  sixteen  years  of  age.  During  the  school 
year  1920-21  they  shall  apply  also  to  all  persons  subject  to  the  provisions  of 
this  act  who  are  less  than  seventeen  years  of  age,  and  during  the  school  year 
1921-22  and  thereafter  they  shall  apply  also  to  all  persons  subject  to  the  pro- 
visions of  this  act  who  are  less  than  eighteen  years  of  age. 

No  high  school  board  may  be  required  to  establish  special  part-time  classes 
under  the  provisions  of  this  act  unless  there  are  in  the  district  twelve  or  more 
minors  under  eighteen  years  of  age  who  reside  within  three  miles  of  a  high 
school  in  the  district  and  who  would  become  subject,  under  the  provisions 
of  this  act,  to  compulsory  attendance  upon  said  classes. 


136  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Appendix  II 

GENERAL  ARTICLES  ON  PART-TIME  EDUCATION 

LABOR    AND    THE    SMITH-HUGHES    VOCATIONAL    EDUCATION    LAW 

By  Arthur  E.  Holder 
Member  of  the  Federal  Board  for  Vocational  Education 

[Reprinted  from  the  Vocational  Education   Summary  of  July,   1918.] 
[To  be  used  in  connection  with  Topics  I  and  II.] 

The  development  of  modern  industry  has  brought  in  its  wake  two  things 
which  have  made  vocational  education  through  the  public  schools  necessary  as 
a  public  measure:  (1)  The  abolition  or  the  nullification  of  the  apprenticeship 
system;  (2)  a  persistent  endeavor  to  train  working  men  as  specialists  or  special 
operators  rather  than  to  encourage  a  general  all-round  familiarity  with  the 
fundamentals  and  essentials  of  the  trade  or  trades.  We  all  recognize  this 
growing  tendency  and  its  consequent  train  of  industrial  evils,  some  of  which 
may  be  attributed  to  the  invention  and  perfection  of  labor-saving  machinery, 
the  finer  division  of  occupations  in  a  trade,  and  the  variety  of  labor-saving 
plans  and  systems — all  designed  primarily  for  the  purpose  of  increasing  produc- 
tion and  profits. 

NEW  SYSTEM  BRINGS  ITS  PENALTIES 

We  have  also  all  recognized  the  penalties  that  are  bound  to  accompany  the 
new  system  encouraged  by  those  who  favor  ultra-specialization  of  workmen  on 
single  operations.  In  the  final  analysis  it  has  been  proven  that  the  purpose 
-has  defeated  itself.  Many  employers  have  reached  this  same  conclusion.  They 
have  found  that  in  their  own  establishments  and  in  their  own  industry  they 
were  merely  running  around  in  a  circle.  While  they  might  be  able  to  get  along 
during  times  of  adverse  business  conditions,  or  when  trade  was  normal,  yet  as 
soon  as  an  extra  demand  was  made  upon  them,  or  when  they  were  confronted 
with  such  an  emergency  as  that  now  facing  the  country,  the  whole  industrial 
machine  broke  of  its- own  weight.  They  had  no  human  resources  or  reserve 
power  to  draw  upon  in  the  shape  of  really;  skilled  mechanics  who  could  be 
depended  upon  to  turn  out  commodities  of  quality  and  in  sufficient  quantity, 
or  who  could  readily  be  spared  to  train  rapidly  other  workmen  to  become 
efficient  producers. 

It  may  be  again  recalled  that  because  of  the  difficulties  growing  out  of  and 
from  specialization  of  industry  and  industrial  occupations,  employers  in  some 
sections  of  the  country  organized  corporation  schools,  and  in  many  localities 
private  agencies  undertook  to  conduct  so-called  trade  schools. 

The  American  labor  movement,  through  its  authorized  representatives  in  the 
American  Federation  of  Labor,  undertook  to  correct  this  specialist  evil  in  in- 
dustry. The  men  in  the  labor  movement  realized  that  the  destinies  of  future 
generations  and  the  welfare  of  civilization  rested  largely  in  their  hands.  Special 
committees    on    education   were    created;    they   took    a   careful    survey    of   the 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  137 

whole  industrial  situation;  they  engaged  experts  to  assist  them;  they  con- 
ferred with  broad-minded  educators,  publicists,  employers,  and  statesmen,  as 
well  with  such  influential  organizations  as  The  National  Society  for  Vocational 
Education. 

RETURN  TO  FIRST  PRINCIPLES 

They  unanimously  concluded  that  not  only  was  a  system  of  industrial  and 
trade  training  education  necessary  to  meet  the  situation,  but  that  this  educa- 
tion should  be  for  the  great  mass  of  the  people  under  public  control  and 
support. 

They  also  decided  that  if  industry  was  to  have  a  firm  foundation,  and  that 
if  the  workers  were  to  retain  their  mechanical  abilities  and  independence,  it 
was  essential  that  either  the  old-time  apprenticeship  system  should  be  re-estab- 
lished or  a  substitute  provided  which  would  be  equally  efficient  or  superior 
to  former  trade  practices.  They  also  decided  that  the  time  had  come  when  it 
was  necessary  that  the  future  mechanics  and  technicians  of  the  United  States 
should  have  a  greater  versatility  in  the  theory  of  their  trades  than  they  had 
ever  been  able  to  obtain  in  the  past,  so  that  the  trade  ethics  would  be  more 
greatly  appreciated  and  more  efficiently  sustained  by  the  artisans  and  mechan- 
ics of  the  United  States. 

VOCATIONAL  EDUCATION  LAW  ENACTED 

With  these  fundamental  designs  in  mind  a  bill  was  drafted.  It  was  intro- 
duced into  Congress  at  the  instance  of  the  American  Federation  of  Labor  by 
Senator  Dolliver  of  Iowa  in  the  year  1909;  and  after  his  decease  William  B. 
Wilson,  now  Secretary  of  Labor;  Senator  Page  of  Vermont,  and  Senator  Hoke 
Smith,  of  Georgia,  fathered  the  principles  of  the  original  measure  before  Con- 
gress. Part  of  the  proposition — that  applying  to  agricultural  extension — was 
enacted  into  law  early  in  191.").  On  February  23,  1917,  President  Wilson  signed 
the  Smith-Hughes  Act,  better  known  as  the  vocational  education  law.  The 
Federal  board  for  the  administration  of  this  law  took  office  July  21,  1917.  The 
members  of  this  board  represent  agriculture,  education,  labor,  commerce,  and 
industry. 

This  Federal  law  is  as  elastic,  and  flexible  as  its  designers  intended.  It 
dictates  to  no  State,  nor  to  any  school  but  it  offers  a  method  of  cooperation 
with  the  several  States  on  an  equal  basis  of  financial  sustenance,  provided  that 
certain  minimum  standards  are  set  up  which  meet  the  approval  of  the  Federal 
board  which  is  charged  with  its  administration.  The  Federal  aid  is  limited 
to  schools  under  public  control  and  maintenance.  There  is  no  interference  with 
nor  aid  extended  to  schools  of  the  purely  elementary  grades  giving  academic 
instruction,  neither  is  the  aid  or  cooperation  extended  to  schools  of  college 
grade.  Schools  and  colleges  of  that  character  were  in  a  measure  previously 
assisted  by  the  Federal  Government  under  the  Morrill  Acts  of  1862  and  1890; 
the  Hatch  Act  of  18S7;  the  Nelson  Act  of  1907;  and  other  similar  acts  or 
amendments  thereto. 

To  show  the  popularity  of  this  measure,  and  to  indicate  how  eager  the 
people  of  the  several  States  have  been  in  their  approval  of  it,  it  is  sufficient  to 
say  that  on  January  1,  1918,  or  only  five  months  from  the  date  when  the  board 
undertook  the  administration  of  the  law,  every  one  of  the  48  States  had 
accepted  the  provisions  of  the  act  in  whole  or  in  part. 


138  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

It  may  lie  asked,  What  is  the  relationship  of  training  in  a  day  industrial 
school  of  apprenticeship? 

INDUSTRIAL   SCHOOL  GRADUATES   SHOULD   SERVE  AN   APPRENTICESHIP 

Under  the  Smith-Hughes  law  three  forms  of  vocational  education  are  pos- 
sible: 

'  1.  The  all-day  school. 

2.  The  part-time  school. 

3.  The  evening  school. 

The  all-day  school  is  organized  to  prepare  persons  for  advantageous  entrance 
into  a  trade  or  industrial  pursuit. 

Well-conducted  trade  schools  or  classes  are  composed  solely  of  persons  who 
have  made  a  choice  of  a  vocation  and  who  are  able  to  give  a  sufficient  time  to 
the  day  training. 

A  course  in  a  day  industrial  school  is  expected  to  be  and  usually  is  two 
years  in  length.  It  is  intended  to  give  a  preparatory  course  in  or  for  the 
trades.  It  can  not  and  is  not  intended  ever  to  take  the  place  of  apprentice- 
ships required  in  such  trades  where  apprenticeships  are  still  in  existence. 
Every  boy  who  graduates  from  such  industrial  courses  in  a  school  should  be 
required  also  to  serve  an  apprenticeship.  It  may  be  possible  in  some  trades  or 
some  occupations  to  shorten  the  period  of  apprenticeship,  but  it  should  not  be 
permitted  to  take  the  place  of  apprenticeships  where  such  exist.  It  may  result 
that  the  students  or  graduates  of  such  industrial  schools  will  be  given  due  and 
proper  credits  for  the  work  performed  in  such  schools,  and  that  such  credits 
should  be  applied  to  the  regular  apprenticeship  course. 

The  part-time  school  or  class  is  made  up  of  persons  who  have  already 
entered  upon  the  work  of  an  occupation.  Where  such  persons  have  entered 
upon  a  trade  or  industrial  pursuit  the  work  of  the  part-time  school  or  class  is 
given  in  order  to  help  the  persons  do  better  work  and  secure  promotion  in 
the  trade  or  industrial  pursuit  in  which  they  are  actually  working.  In  the 
part-time  plan  persons  who  have  entered  upon  employment  are  excused  from 
work  during  the  regular  working  hours. 

Evening  industrial  schools  are  organized  for  the  purpose  of  giving  instruc- 
tion which  is  supplemental  to  the  day  employment.  The  classes  in  such  even- 
ing schools  are  usually  known  as  trade-extension  classes;  that  is,  the  aim  of  the 
classes  is  to  extend  the  trade  knowledge  of  the  worker.  Tt  would  not  be  pos- 
sible to  have  trade-preparatory  classes  in  the  evening  schools;  i.e.,  it  is  not 
intended  and  is  not  allowed  by  the  act  that  any  of  the  money  shall  be  expended 
in  classes  which  teach  a  trade  from  its  beginning  in  evening  schools. 

To  illustrate:  When  a  boy  has  spent  two  years  in  such  a  school  he  should 
receive  some  equivalent  credit  on  his  apprenticeship  so  that  his  apprenticeship 
would  be  shortened  by  whatever  arrangement  has  been  agreed  upon  in  the 
locality  of  the  school  after  full  consideration  by  accredited  representatives  of 
the  community. 

REPRESENTATIVE  ADMINISTRATION  OF  STATE  AND  LOCAL  VOCATIONAL  SCHOOLS 

IMPERATIVE 

Such  accredited  local  representatives  should  come  from  employers'  organiza- 
tions, trade-unions,  and  educational  associations.  This  concept  of  administra- 
tion is  the  basis  of  the  Federal  law.     Its  administrative  forces  must  be  repre- 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  139 

sentative  of  all  the  active  elements  in  society.  The  administration  of  State 
laws  both  by  State  and  by  local  communities  must  eventually  harmonize  with 
this  wise  Federal  provision.  It  is,  therefore,  the  duty  as  well  as  the  privilege 
and  responsibility  of  trade-unionists  in  every  community  throughout  the  United 
State  to  see  to  it  that  they  do  not  miss  their  opportunities  or  shirk  their 
responsibilities. 

If  the  educational  forces  or  the  employers'  agencies  undertake  to  overlook 
trade-unionists  and  administer  the  vocational  schools  on  their  own  respon- 
sibility, they  will  be  as  much  in  error  as  the  trade-unionists  will  be  if  they 
fail  to  interest  themselves  and  discharge  their  full  duties  of  citizenship. 

OPPORTUNITY  FOR  ALL 

No  way  is  left  open  now  to  permit  any  elements  in  society  to  say  that  they 
"haven't  got  a  chance;"  or,  "the  school  people  did  this  on  their  own  respon- 
sibility;" or,  "the  bosses  are  running  the  schools;"  or  any  other  kind  of  ex- 
cuse. The  opportunity  has  been  provided  without  let  and  without  hindrance  by 
the  Federal  Government  so  that  the  great  work  of  training  the  young,  coordinat- 
ing their  hands  with  their  hearts,  and  their  hearts  with  their  heads,  may  go 
on  and  on  progressively  and  successfully,  in  a  greater  field  of  opportunity  than 
ever  before  provided,  where  all  the  people  can  compete  for  the  real  laurels  of 
achievement,  where  all  will  be  stimulated  to  do  better  today  than  they  did 
yesterday,  with  the  added  hope  that  they  may  be  able  to  do  better  tomorrow. 

If  tradesmen  are  wise  they  will  everywhere  take  advantage  of  this  great 
law  and  opportunity.  It  will  help  standardize  their  trades;  it  will  lay  em- 
phasis on  the  need  of  proper  training;  it  will  put  the  working  people  in  touch 
not  only  with  the  industrial  but  with  the  whole  educational  situation,  and 
speedily  enable  all  the  workers  to  enjoy  greater  economic  independence.  It  will 
eventually  insure  the  entrance  of  graduates  from  the  industrial  schools  almost 
instantly  into  shops  where  the  apprenticeship  scheme  is  recognized  and  where 
the  children  graduated  from  the  schools  will  be  better  enabled  to  get  their  early 
training  from  trained  practical  teachers  in  real  up-to-date  properly  equipped 
vocational  schools. 

Tradesmen  should  interest  themselves,  at  once  in  the  future  work  of  these 
schools;  they  should  prepare  themselves  to  become  competent  as  teachers;  the 
art  of  knowing  how  to  impart  to  others  the  knowledge  they  possess  should  be 
cultivated. 

They  should  immediately  get  in  contact  with  the  representative  employers 
and  representative  educators  of  their  community  and  make  plans  for  the  future. 

PRACTICAL    TRAINING    CHIEF    ESSENTIAL 

If  the  schools  are  to  give  real  training  and  not  waste  the  time  of  the  chil- 
dren, they  must  make  real  things  in  a  real  way,  taught  by  real  workmen  in  the 
schools.  They  must,  of  course,  use  valuable  material,  which  costs  money.  As 
far  as  possible,  everything  made  in  such  schools  should  be  absorbed  into  the 
school  system,  of  which  the  industrial  school  itself  is  a  part.  When  an  occu- 
pation or  a  trade  is  taught  and  things  are  made  that  can  not  be  immediatidv 
or  directly  utilized  in  the  school  system,  as  in  the  ease  of  some  kinds  of  elec- 
trical work,  automobile  instruction,  dressmaking,  sign  painting,  decorating, 
cabinet  work,  patterns  for  foundries,  metal  parts  for  machines,  millinery,  etc, 
the  article  or  articles  made  by  the  school   children   should  not  be   destroyed. 


140  INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION 

That  would  be  a  criminal  waste  of  the  time  of  the  children  and  of  the  teachers, 
as  well  as  a  criminal  waste  of  public  money  and  public  material.  A  reasonable 
disposition  of  such  articles  can  readily  be  arranged  by  the  accredited  repre- 
sentatives of  all  elements  in  society  which  are  expected  to  administer  the  law 
of  the  schools  in  the  State  and  its  subdivisions. 

OUTPUT  OF  SCHOOLS  NOT  INTENDED  TO  DISTURB  LABOR  CONDITIONS 

It  is  not  expected  or  intended  that  the  output  of  such  schools  will  ever  dis- 
turb the  labor  conditions.  It  is  not  intended  that  the  business  of  the  school  is 
simply  to  make  goods  or  commodities.  The  real,  genuine  business  of  the  school 
is  to  give  practical  instruction,  and  to  give  instruction  that  will  be  completely 
and  properly  digested  by  the  scholars.  The  making  of  articles  will  be  incident 
to  training.  The  amount  produced  by  the  most  active  of  such  schools  already 
in  existence  before  the  enactment  of  the  present  Federal  law  is  practically 
negligible.  In  the  case  of  boys  the  products  are  valued  at  less  than  $30  per 
year  per  boy,  and  in  the  case  of  girls  less  than  $15  per  year  per  girl.  If  a 
complaint  should  be  made  that  the  values  of  such  productions  were  detrimental 
to  the  interests  of  the  workers,  it  is  only  necessary  to  show  that  the  cost  of 
establishing  an  industrial  school  usually  exceeds  the  normal  output  of  such  a 
school.  The  result  of  establishing  such  schools,  of  course,  always  increases  the 
demand  for  labor — never  decreases  it. 

It  is  not  expected  or  intended  to  introduce  the  graduates  of  industrial 
schools  directly  into  the  trades  as  competent  all-round  mechanics.  It  is  not 
intended  that  their  services  should  be  utilized  as  specialists.  To  do  so  would 
defeat  the  main  purpose  of  the  law.  It  is  not  intended,  and,  of  course,  it  is 
almost  impossible  to  expect,  that  our  own  children  raised  in  our  own  schools  at 
our  own  expense  will  or  can  be  utilized  in  an  industrial  dispute  as  strike 
breakers.  That  is  one  of  the  reasons  why,  and  the  purpose  for  which,  broad- 
visioned  representative  emjiloyers,  representative  educators,  and  representative 
wage-earners  have  championed  this  law,  so  that  our  children  and  our  neigh- 
bor's children  will  not  be  unfairly  treated  or  exploited.  The  intent  is  to  use 
these  schools  practically  and  purely  to  give  preparatory  courses  for  the  younger 
children,  but  thorough  preparatory  courses. 

It  is  also  the  intent  to  enable  those  employed  at  a  trade,  and  who  lack 
expert  knowledge  in  some  branch  or  branches  of  the  trade,  to  supplement  their 
knowledge  and  become  all-round  artisans  or  mechanics  by  attendance  at  even- 
ing classes. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  141 


THE  FIELD  FOE  EVENING  AND  PABT-TIME  VOCATIONAL 

INSTEUCTION 

By  Dr.  John  Cummings 

[Eeprinted  from  the  Vocational  Education  Summary  of  September,  1918.] 

[To  be  used  in  connection  with  Topic  II.] 

As  nearly  as  the  number  can  be  estimated,  between  eight  and  nine  million 
of  our  boys  and  girls  in  the  ages  14  to  20  years  have  not  attended  any  sort 
of  school,  public  or  private,  day  or  evening,  during  the  past  school  year.  The 
number  may  be  a  million  more  or  less  than  the  total  given  in  the  following 
table,  which  is  based  upon  returns  of  school  attendance  at  the  last  Federal 
census,  but  it  is  improbable  that  conditions  have  so  changed  in  the  past  eight 
years  the  country  over  as  to  invalidate  very  seriously  calculations  based  upon 
the  census  returns.  However  wide  a  margin  of  error  one  may  allow,  the  irre- 
ducible minimum  not  in  school  of  the  population  in  the  ages  14  to  20  years 
remains  so  large  as  to  make  the  social  need  of  evening  and  part-time  instruc- 
tion very  apparent. 

In  estimating  the  numbers  as  given  below,  it  is  assumed  that  the  annual 
increase  of  population  in  the  ages  shown  has  been  approximately  the  same 
since  1910  as  the  average  annual  increase  in  the  decade  preceding  that  year, 
and  that  the  proportion  not  attending  a  school  of  any  sort  during  the  school 
year  for  the  population  in  each  year  of  age  has  not  changed  since  1910.  As 
regards  population  increase  the  method  of  estimating  assumes  that  the  rate  of 
increase  has'  been  declining,  or  in  other  words,  that  the  absolute  increase  from 
year  to  year  has  remained  constant.  The  actual  increase  may  have  been  greater 
or  less  than  the  increase  assumed,  and  as  noted  above  the  proportion  not  in 
school  may  have  changed  in  certain  sections  of  the  country,  but  there  is  no 
reason  to  believe  that  the  margin  of  error  arising  from  these  factors  is  very 

considerable. 

Estimated     numbers    who    have    not     attended 
school  in  1917-18. 

, * , 

Age —  Total.  Male.  Female. 

Total  8,740,000  4,390,000  4,350,000 

14  years  370,000  190,000  180,000 

15  years  - 620,000  320,000  300,000 

16  years  1,040,000  530,000  510,000 

7     years  1,360,000  690,000  670,000 

18  years  1,630,000  820,000  810,000 

19  years 1,800,000  890,000  910,000 

20  years  1,920,000  950,000  970,000 

By  the  same  method  of  estimating  the  number  not  in  school  of  boys  and 
girls  aged  13  years  was  220,000;  of  boys  and  girls  aged  12  years,  200,000;  of 
boys  and  girls  aged  10  and  11  years,  360,000;  giving  a  total  not  in  school, 
additional  to  the  total  shown  in  the  table,  of  780,000  boys  and  girls  10  to  13 
years  of  age. 


142  INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION 

It  appears,  also  by  a  similar  method  of  estimating,  that  the  number  of  boys 
aged  14  and  15  years,  who  are  at  work  in  some  gainful  employment  is  approxi- 
mately 820,000,  and  the  number  of  girls  390,000.  For  the  ages  16  to  20  years 
the  number  gainfully  employed  is  for  boys  3,820,000,  and  for  girls  2,100,000. 

The  total  gainfully  employed  of  boys  and  girls  in  the  ages  14  to  20  years 
is  thus  probably  in  excess  of  7,000,000 — the  estimated  number  as  shown  in  the 
table  below,  being  for  boys  4,640,000,  and  for  girls  2,  490,000. 

For  the  ages  14  and  15  years,  the  number  of  boys  gainfully  employed 
(820,000)  exceeds  the  number  not  in  school  (510,000)  by  310,000.  The  census 
data  thus  indicates  that  approximately  300,000  boys  aged  14  and  15  in  1918, 
who  have  attended  school  of  some  sort  during  the  past  year,  have  also  taken 
up  some  form  of  gainful  employment.  Many  of  these  have  probably  left  school 
finally  during  the  year,  and  others  may  be  carrying  on  evening  or  part-time 
school  work  while  gainfully  employed. 

The  estimated  number  of  girls  14  and  15  years  of  age  not  in  school  (480, 
000)   exceeds  the  number  gainfully  employed   (390,000)  by  90,000. 

For  the  ages  16  to  20  years  the  estimated  number  of  boys  gainfully  em- 
ployed (3,820,000)  is  equal  approximately  to  the  number  not  in  school  (3,880,- 
000).  For  girls  in  these  ages  the  number  not  in  school  (3,870,000)  exceeds  the 
number  gainfully  employed  (2,100,000)  by  1,770,000.  These  estimates  are 
brought  together  in  the  following  table.  The  estimate  for  the  number  gain- 
fully employed  assumes  that  the  proportion  gainfully  employed  in  1918  for  each 
age  group  was  the  same  as  in  1910. 

It  will  be  apparent  that  only  a  small  proportion  of  the  gainfully-employed 
boys  and  girls  14  to  20  years  attend  any  sort  of  school,  and  it  is  one  proper 
function  of  evening  and  part-time  vocational  instruction  greatly  to  increase 
this  proportion. 

Estimated  number  in  1918. 

. A 

f  \ 

Age  and  Sex —  Gainfully  Not  in 

Both  Sexes.  employed.  school. 

14  to  20  years  7,130,000  8,740,000 

14  and  15  years 1,210,000  990,000 

16  to  20  years 5,920,000  7,750,000 

Boys. 
14  to  20  years 4,640,000  4,390,000 

14  and  15  years 820,000  510,000 

16  to  20  years 3,820,000  3,880,000 

14  to  20  years 2,490,000     •  4,350,000 

14  and  15  years 390,000  480,000 

16  to  20  years 2,100,000  3,870,000 

As  regards  the  need  for  practical  vocational  training  of  the  boys  and  girls 
leaving  school  each  year  figures  published  in  the  annual  report  of  the  Com- 
missioner of  Education  are  significant,  although  the  number  among  the  public 
and  private  school  graduates  and  eliminations  each  year  who  have  received  any 
training  that  can  be  properly  designated  vocational  can  not  be  accurately  deter- 
mined. 

The  1917  report  of  the  Commissioner  of  Education  classifies  public  and 
private  high-school  students  as  enrolled  in  academic,  commercial,  technical  or 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  143 

manual  training,  teacher  training,  agricultural,  and  domestic  economy  courses. 
These  groups  show  for  the  year  1915-16  the  following  distribution  of  enroll- 
ments in  courses: 

Public  and  private  high  schools — Students  enrolled  in  leading  courses  of  study: 

ID  15-16. 

Number.  Per  cent. 

Total 1,905,528  100.0 

In  academic  courses  1,265,449  66.4 

In   commercial  courses   260,413  13.7 

In  technical  or  manual  training 

courses  130,734  6.9 

In  training  courses  for  teachers..  38,456  2.0 

In  agricultural  courses  64,749  3.4 

In  domestic  economy  courses  145,727  7.6 

Enrollments  by  courses  thus  indicate  that  approximately  one-third  of  the 
high-school  students  were  in  courses  not  classified  as  "academic."  These 
nonacademic  courses  probably  include  a  comparatively  small  number  that  can 
be  properly  described  as  being  strictly  vocational.  But  even  on  the  assump- 
tion that  all  of  the  nonacademic  courses  have  some  vocational  value,  it  appears 
that  such  courses  are  taken  by  only  one-third  of  the  high-school  students. 

This  proportion  of  one-third  is  not,  of  course,  a  proportion  which  has  devel- 
oped under  free  election  of  high-school  pupils,  since  it  can  not  be  assumed  that 
all  communities  have  provided  practical  courses  which  students  are  free  to 
elect.  In  many  communities  on  the  contrary  the  student  is  restricted  to  the 
conventional  academic  course,  however  eager  he  or  she  may  be  to  enter  upon 
vocational  training. 

If  it  be  assumed  that  one-third  of  the  high-school  pupils  are  taking  courses 
somewhat  practical  in  character,  including  as  such  all  nonacademic  courses  clas- 
sified as  commercial,  technical,  manual  training,  teacher  training,  agricultural, 
and  domestic  economy,  that  proportion  may  perhaps  be  applied  to  the  number 
of  high-school  graduates  each  year  to  determine  the  number  among  them  who 
have  received  some  sort  of  nonacademic  training.  For  the  year  1915-16  the 
number  of  high-school  graduates  was  215,801,  and  one-third  of  this  number  is 
approximately  70,000. 

Eliminations  from  high  schools  before  graduation  each  year— that  is  to  say, 
before  completion  of  the  full  four-year  course — number  approximately  300,000, 
the  actual  number  being  297,292  for  the  classes  entering  upon  high-school 
courses  in  the  year  1912-13;  308,519  for  the  classes  entering  in  the  year  1911-12; 
and  282,278  and  263,163  for  the  classes  entering  in  the  years  1910-11  and 
1909-10,  respectively.  It  may  perhaps  be  assumed  that  one-third  of  these  also 
have  taken  some  nonacademic  work  in  the  high  school. 

Of  all  students  leaving  high  schools  each  year,  therefore,  it  appears  that 
some  70,000  graduates  and  some  100,000  leaving  before  graduation,  or  a  total 
of  170,000,  may  have  received  some  sort  of  practical  training  in  manual  arts, 
commercial,  technical,  industrial,  teacher  training,  agricultural,  or  home  arts 
courses. 

Census  figures  of  school  attendance  as  given  above  indicate  that  approx- 
imately a  million  and  a  half  of  boys  and  girls  in  the  ages  14  to  20  years  are 


144  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

leaving  school  each  year.  Among  those  leaving  each  year  from  elementary 
grammar  school  grades,  a  few  thousand  may  have  received  some  sort  of  prac- 
tical training,  but  one  is  certainly  far  within  the  limits  of  the  facts  in  esti- 
mating the  number  leaving  school  each  year  without  any  training  that  can  be 
properly  designated  vocational,  as  being  well  in  excess  of  1,000,000,  the  num- 
ber being  probably  nearer  1,300,000  or  1,400,000. 

Undoubtedly  in  the  case  of  a  very  large  proportion  of  the  eliminations 
before  graduation  from  high  school,  and  of  the  number  leaving  school  from 
the  elementary  grades,  the  pupil  leaves  school  because  he  and  his  parents  do  not 
regard  more  schooling,  of  the  sort  provided,  as  being  of  any  very  obvious 
practical  value. 

It  will  be  apparent  that  only  a  very  small  proportion  of  the  million  and  a 
half  of  boys  and  girls  leaving  school  each  year  in  the  ages  14  to  20  years 
can  have  been  vocationally  trained  for  specific  vocational  employments.  This 
million  and  a  half  of  new  recruits  annually  swells  our  untrained  industrial 
army,  which  is  dependent  for  systematic  vocational  instruction  upon  part-time 
and  evening  courses.  For  these  untrained  millions  of  youths  part-time  continua- 
tion, trade  preparatory,  and  trade  extension  courses,  and  evening  extension 
courses  must  be  provided,  if  they  are  not  to  be  abandoned  at  precisely  the 
most  critical  period  of  their  lives,  at  precisely  that  period  when  they  most 
need  help. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  145 


THE  NEW  APPEENTICESHIP 

By  Dr.  John  Cummings 

[Reprinted  from  the  Vocational  Education  Summary  of  December,  1918.] 

[To  be  used  in  connection  with  Topic  71.] 

Learning  to  work  and  working  becomes,  for  the  normal  boy  or  girl  at  a 
certain  age,  an  affair  of  absorbing  interest — one  may  perhaps  say  of  instinct. 
In  its  earlier  stages  of  development  this  work  interest  affects  and  modifies  the 
play  interest.  Play  tends  to  take  on  a  simulation  of  work.  The  boy  or  girl 
begins  to  play  at  work — the  boy  at  being  a  locomotive  engineer  or  fireman  or 
a  merchant,  and  the  girl  at  being  a  nurse  or  a  housekeeper — after  the  manner 
of  adults.  The  farmers'  boy  trades  with  other  farmers'  boys  in  cattle  or 
grain;  the  lawyer's  boy  tries  cases  in  a  mock  court;  the  carpenter's  boy  takes 
contracts  to  build  houses;  and  in  general  each  boy  or  girl  expresses  by  imita- 
tive activities  the  primitive  development  of  a  vocational  interest. 

Normally,  this  new  interest  gathers  strength  in  its  appeal  until  the  boy  or 
girl  is  finally  drawn  into  some  vocation  or  course  of  practical  training  or 
apprenticeship  for  a  vocation,  and  at  this  point  the  vocational  interest  or  in- 
stinct should  be  recognized  as  a  prime  educational  motive  for  further  develop- 
ment of  character,  efficiency,  and  mental  power.  To  disregard  or  suppress  it  is 
an  offense  against  established  principles  of  sound  educational  policy. 

It  is  one  of  the  anomalies  of  our  public-school  system  that  it  has  not  pro- 
vided generally  for  stimulation,  direction,  and  full  utilization  of  this  dynamic 
educational  power,  but  has  rather  ignored  it.  School  authorities  have,  in  fact, 
proceeded  as  if  on  the  assumption  that  the  development  of  vocational  interests 
tended  to  distract  and  to  lead  away  from  the  direct  path  of  educational  prog- 
ress. In  proportion  as  the  boy  or  girl  has  become  absorbed  in  these  new  inter- 
ests he  or  she  has  seemed  to  the  school  man  to  be  abandoning  higher  ideals. 
Carrying  on  in  education  through  the  school  and  higher  institutions  has  meant 
persistent  suppression,  and  in  many  cases  final  elimination  and  atrophy  of  the 
natural  vocational  interests  and  the  creation  of  artificial  interests  in  their  stead. 

If  the  pupil  persisted  long  enough  in  his  schooling,  he  might  become  a 
teacher,  a  lawyer,  a  doctor,  or  a  preacher,  but  in  the  majority  of  cases  those 
who  have  persisted  to  the  end  in  the  conventional  school  course  have  finally 
themselves  also,  as  well  as  those  who  have  not  persisted  to  the  end,  drifted 
into  some  vocation  for  which  their  school  training,  if  it  is  not  a  handicap,  has 
little  specific  value.  In  all  cases  the  age  of  vocational  enthusiasm  has  been  at 
least  partially  experfded  in  a  conventional  schooling,  which  has  been  fre- 
quently so  devised  as  to  blight  this  enthusiasm  on  the  one  hand  and  on  the 
other  to  cultivate  false  ideals  of  culture. 

"Work  is,  in  the  words  of  Prof.  H.  C.  Adams,  "the  badge  of  citizenship 
in  the  business  world, ' '  and  it  may  even  be  designated — the  badge  of  citizen- 
ship in  a  democracy.  If  learning  to  work  and  working  are  not  consistent  with 
any  higher  ideals,  then  those  ideals  are  not  consistent  with  life  itself,  which, 
except  for  the  amateur  and  the  dilettante,  is  learning  to  work  and  working 
under  the  inspiration  of  some  worthy  ideal.     Under  any  conception  of  culture 


146  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

which  excludes  learning  to  work  well  and  better,  culture  is  reserved  for  the 
incapable;  for  the  unfit;  for  the  failures  and  "lame  ducks"  of  life;  for  the 
aimless  drifters  of  all  classes,  including  the  gilded  with  the  ungilded  youth. 

That  the  prime  educational  motive  of  youth  should  not  be  seized  upon,  en- 
couraged, and  developed;  that  its  dynamic  power  should  not  be  directed  and 
utilized  to  the  full;  that  its  cultural  values  should  not  be  thoroughly  exploited 
in  our  secondary  and  higher  educational  institutions,  is  an  amazing  demon- 
stration of  educational  aberration  and  stupidity. 

Chemists,  physicists,  mathematicians,  and  even  those  scientific  workers 
whose  interests  seem  most  remote  and  separate  from  practical  affairs,  normally 
develop  their  professional  interests  in  the  initial  stages  out  of  concrete  problems 
which  they  have  set  themselves  to  solve.  In  each  case  a  selection  has  been 
made  of  one  problem  or  group  of  problems  among  many  that  might  have  been 
chosen.  It  is  important,  if  such  selections  are  to  be  made  intelligently,  that 
many  problems  shall  be  presented  among  which  election  may  be  made.  This 
presentation  of  problems  in  the  concrete  is  the  great  distinguishing  charac- 
teristic of  vocational  education  in  every  line.  The  boy  taking  up  training  for 
the  machinist 's  trade  is  confronted  with  innumerable  concrete  problems  in 
chemistry,  physics,  and  mathematics,  and  in  seeking  a  solution  of  these  prob- 
lems he  may,  if  his  natural  propensity  is  properly  guided  and  stimulated, 
progress  into  any  one  or  many  fields  of  scientific  research.  So  also  of  every 
other  vocation,  however  common,  it  is  true  that  the  boy  entering  into  train- 
ing for  it  is  brought  face  to  face  with  concrete  problems,  the  solution  of  which 
is  the  end  and  aim  of  scieuce  in  its  various  lines  of  development.  Where  it  is 
utilized  in  the  solution  of  these  problems,  the  vocational  interest  gives  com- 
pelling purpose  and  motive  to  higher  education. 

This  is  not  commercializing  education.  In  its  origin,  the  vocational  inter- 
est is  not  a  dollars-and-cents  interest,  although  it  may  become  such  at  a  later 
stage  of  development,  especially  if  by  the  adoption  of  false  standards  it  is 
divorced  from  the  larger  interests  of  life.  Our  educational  system  has,  in  fact, 
attempted  to  isolate  the  vocational  interest;  to  impoverish  it,  and  to  set  up 
conventional  bars  to  natural  progress,  where  the  incentive  to  progress  has  a 
vocational  origin.  But  this  isolation  is  conventional  and  artificial.  The  voca- 
tional interest  is  a  natural  interest,  as  devoid  of  commercialism  in  its  first 
stages  as  is  the  play  interest  of  the  child.  It  is  as  natural,  as  disinterested,  as 
irrepressible,  as  unavoidable,  as  the  play  interest.  Its  suppression  as  well  as 
the  suppression  of  the  play  interest  is  permanently  and  irreparably  injurious. 
Just  as  the  child  who  is  not  permitted  to  play  develops  abnormally  or  ceases 
to  develop  altogether,  so  the  youth  who  is  denied  the  opportunity  for  free 
expression  of  his  work  or  vocational  interest  will  develop  abnormally  or  not 
at  all.     He  will  probably  become  a  misfit  or  an  unfit  for  life. 

Under  more  primitive  conditions  the  vocational  interest  and  aptitude  of  the 
boy  may  have  been  generally  disregarded.  The  cobbler's  son  may  have  been 
apprenticed  to  the  cobbling  trade,  or  to  some  other  trade,  without  due  regard 
to  his  natural  capacities  and  interests.  He  did  not  necessarily  follow  his 
father's  trade,  but  as  the  son  of  an  artisan  he  could  not  in  the  natural  course 
of  things  expect  to  escape  from  the  artisan  class,  and  his  freedom  of  election, 
even  among  the  several  manual  trades,  was  restricted  to  such  chance  openings 
as  the  community  provided  when  he  came  to  the  age  of  apprenticeship. 


INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION  147 

But  this  system  at  least  recognized  the  vocational  interest  and  gave  the 
boy  an  opportunity  to  exercise  it  within  limits.  Under  favorable  conditions, 
it  assured  the  normal  development  of  a  character  embracing  all  the  virtues  of 
the  sturdy  artisan,  proud  of  his  trade  and  efficient  in  it. 

For  the  sons  of  manual  and  other  workers,  democratic  institutions  have 
removed  many  of  the  bars  to  progress.  Every  boy  in  a  democracy  is  free  to 
elect  any  vocation  for  which  he  is  naturally  qualified.  But  it  happens  that 
coincidentally  with  the  institution  of  democracy  and  with  the  removal  of  bars 
to  free  election  of  a  vocation  and  to  progress  in  the  vocation  elected,  conditions 
have  developed  in  industry  which  have  impaired  the  value  of  industrial  and 
trade  apprenticeships.  Many  employments  today  do  not  require  any  sort  of 
real  apprenticeship.  Such  special  skill  and  dexterity  as  is  required  is  easily 
and  quickly  acquired  in  the  shop,  and  special  shop  training  for  the  job  is  the 
only  training  given  by  industry. 

Such  training  is  far  from  having  a  value  equivalent  to  that  of  the  old  ap- 
prenticeship, and  it  does  not  at  all  adequately  satisfy  the  boy's  vocational  in- 
terest. It  does  not  provide  for  normal  growth  and  it  has  no  educational  value 
whatever,  if  educational  value  is  measured  in  terms  of  character,  progressive 
efficiency,  and  good  citizenship.  But  it  is  all  the  training  that  the  shop  can 
possibly  give. 

In  the  breakdown  of  the  old  apprenticeship  system  is  found  the  school's 
opportunity  to  render  social  service.  Precisely  that  which  the  shop  can  not 
give  the  school  can  provide.  The  school  can  round  out  and  amplify  vocational 
training  and  give  to  it  under  our  democratic  regime  a  scope  and  value  far 
exceeding  that  of  the  old  apprenticeship.  With  the  ample  resources  at  its 
disposal  the  school  can  initiate  an  apprenticeship  which  will  continue  through 
life  and  which  will  embrace,  for  those  who  develop  capacity,  the  very  highest 
activities  in  the  fields  of  industry,  science,  and  art.  At  least  it  will  go  far  to 
dissipate  that  "ignorance  of  all  sorts  of  persons  as  to  their  place  and  func- 
tion in  the  industrial  world,"  which  Prof.  Taussig  has  designated  "one  of 
the  most  remarkable  phenomena  presented  to  the  student  of  economics." 
But  the  war  itself  is  teaching  us  that  the  fields  even  of  science  and  art  are 
not  isolated  preserves  in  which  the  elect  walk  apart.  War,  which  is  the  most 
practical  of  the  trades,  has  commandeered  both  science  and  art  in  the  service 
of  waging  war,  and  every  trade,  however  practical,  equally  with  war  em- 
braces and  stimulates  initiative  in  every  line  of  social  progress. 

To  achieve  the  larger  ends  of  social  welfare  new  apprenticeships  for  the 
commoner  wage-earning  employments  must  be  arranged  under  indentures  which 
assure  effective  cooperation  of  parents,  schools,  and  employers  to  give  the  ap- 
prentice a  fair  and  complete  training,  not  only  for  a  specific  vocation,  but  also 
and  primarily  for  assumption  of  the  full  responsibilities  of  citizenship.  This 
new  sort  of  apprenticeship  is  gradually  making  headway  in  many  of  our  Ameri- 
can communities,  where,  under  formal  agreements  during  periods  of  appren- 
ticeship, school  instruction  on  a  part-time  basis  is  being  closely  correlated  with 
shop  work.  School  instruction  as  well  as  shop  training  is  specified  by  formal 
indenture  as  a  requirement  under  which  the  apprentice  qualifies  for  promo- 
tion to  the  ranks  of  journeymen  workers.  Thus  the  barrenness  and  routine  of 
shop  training  on  the  one  hand,  and  the  conventional  schooling  on  the  other  is 
enriched,  humanized,  and  socialized.  For  the  further  promotion  of  this  new 
form  of  apprenticeship  special  provision  has,  it  may  be  noted,  been  made  in 


148  INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION 

the  Smith-Hughes  law,  under  which  at  least  one-third  of  the  Federal  money 
available  for  trade  and  industrial  education  must,  if  expended  at  all,  be  spent 
for  part-time  education. 

The  scdiool  instruction  arranged  for  under  part-time  apprenticeship  inden- 
tures may  be  strictly  vocational,  but  it  is  not  necessarily  so.  It  may,  in  fact,  be 
devised  purely  to  promote  civic  intelligence.  The  new  apprenticeship  may  thus 
be  termed  an  instrument  for  promoting  good  citizenship  as  well  as  good  work- 
manship, and  it  may  be  added  that  the  boy  or  girl  who  has  served  such  an 
apprenticeship  will  not  be  less  well  equipped  than  those  who  have  not  for 
continuing  his  or  her  education  along  the  lines  of  any  natural  aptitudes.  The 
apprentice  to  a  vocation  is  apprenticed  to  all  that  the  vocation  implies,  and 
to  all  of  those  higher  interests  which  may  have  a  vocational  origin. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  149 


THE  PART-TIME,  EVENING  AND  ALL-DAY  VOCATIONAL  SCHOOL 

By  James  P.  Monroe 

[Reprinted  from  the  Vocational  Education  Summary  of  March,  1919.] 
[To  be  used  in  connection  with  Topics  I  and  II.~\ 

The  chief  significance  of  the  Vocational  Education  Act  lies  in  the  fact  that 
in  it  is  recognized,  practically  for  the  first  time,  the  duty  of  the  Federal  Gov- 
ernment to  assist  in  bringing  educational  opportunities  to  a  great  body  of 
persons  heretofore  largely  neglected.  Nominally  every  child  in  the  United 
States  up  to  the  age  of  14  and,  in  some  States,  up  to  the  age  of  15,  16,  or  even 
18,  is  entitled  to  free  education,  and  those  responsible  for  him  are  in  many 
cases  liable  to  prosecution  if  this  opportunity  is  not  availed  of.  Educational 
statistics  show  how  far  below  their  legal  and  moral  responsibilities  many  com- 
munities have  fallen,  but  they  also  make  evident  the  encouraging  fact  that 
there  is  a  general  upward  trend  toward  better  conditions.  Therefore,  it  is 
reasonably  to  be  expected  that  within  the  next  25  years  practically  all  com- 
munities will  have  reached  the  point  of  enforcing  school  attendance  for  all 
children  up  to  the  age  of  at  least  14  years. 

This,  however,  measures  but  a  meager  fulfillment  of  State  and  national 
responsibility  in  the  matter  of  education.  Even  were  the  school  laws  in  all 
communities  rigidly  enforced,  even  were  proper  attention  given  to  the  physi- 
cal and  moral,  as  well  as  to  the  mental  development  of  the  growing  boy  and 
girl,  there  would  still  remain  a  body  of  persons  at  least  equal  in  number  to 
those  already  in  the  public  schools  who  need  and  who  should  have  systematic 
training  of  an  educational  character;  and  in  the  so-called  Smith-Hughes  law 
is  found  practically  the  first  recognition  of  this  fact.  This  great  body  of 
heretofore  educationally  neglected  persons  is  made  up  of  several  main  groups. 
Conspicuous  among  these  are: 

1.  Those  many  persons  who  mature  late  and  who,  though  attending  school 
to  the  fourteenth  year,  reach  only  the  third  or  fourth  grade  in  actual  attain- 
ment. 

2.  A  still  larger  group  of  so-called  ' '  school  misfits, ' '  who  secure  nothing  of 
real  meaning  or  value  to  them  out  of  the  usual  school  curriculum. 

3.  A  group  impossible  to  measure,  but  large  in  number,  which  either  because 
brought  up  in  remote  communities  or  else  because  hustled  about  from  one  com- 
munity to  another,  gets  practically  nothing  from  even  a  nominal  school  attend- 
ance. 

4.  A  vast  body  of  immigrants,  some  of  whom  were  denied  education  in  their 
own  countries  and  others  of  whom,  though  having  had  a  measure  of  education 
in  the  country  of  their  origin,  are  not  able  to  use  it  because  they  have  not 
acquired  either  the  English  language  or  any  useful  understanding  of  the 
American  point  of  view;  and 

5.  Hundreds  of  thousands  and  perhaps  millions  of  boys  and  girls  who, 
although  they  may  have  completed  the  school  grades,  find  themselves  neverthe- 
less wholly  unprepared  for  the  actual  demands  of  modern  social  and  industrial 
life. 


150  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

For  self-protection,  to  say  nothing  of  higher  reasons,  the  States  and  the 
Nation  should  not  leave  these  great  groups  who  constitute  the  foundations  of 
our  agricultural  and  industrial  life  uncared  for  educationally  even  though  the 
statutes  do  not  place  any  legal  responsibility  upon  the  taxpayers  to  meet  their 
urgent  needs.  At  any  period  of  life  after  14,  and  especially  in  the  highly 
acquisitive  years  between  14  and  25,  specific  provision  for  making  up  these 
deficiencies  should  be  made  everywhere  in  the  United  States  for  those  at  least 
who  have  failed  to  reach  the  eighth  grade  in  school  or  to  acquire  a  knowledge 
of  the  English  language  and  of  American  ideals. 

This  task  alone  is  both  large  and  imperative;  but  it  touches  only  the  fringe 
of  the  problem  of  State  and  Federal  responsibility  in  the  matter  of  education. 
However  well  conducted,  public  education  may  be  to  the  14th  year,  it  must 
be  narrowly  limited  by  the  fact  that  up  to  that  age  only  a  very  small  range 
of  topics  can  be  brought  to  the  child's  attention  and  only  a  short  distance  can 
be  traversed  in  the  process  of  preparing  him  for  efficient  social  and  industrial 
living.  Not  until  the  years  subsequent  to  14  can  the  child  be  given  much 
specific  preparation  for  his  future  life  as  a  citizen,  as  a  worker,  and  as  the 
prospective  head  of  a  household.  To  the  pupil  below  14  all  subjects  connected 
with  these  three  great  fields  are  practically  beyond  comprehension,  and  to 
bring  them  to  him  at  that  immature  age  would  be  not  only  useless  but  educa- 
tionally unsound.  Consequently,  the  great  purpose  of  education,  which  is  to 
make  intelligent  citizens,  effective  workers,  and  responsible  parents,  can  not 
be  undertaken  until  a  time  when,  in  most  States,  the  school,  legally,  has  no 
further  hold  upon  the  boy  or  girl. 

Two  courses  lie  open  for  the  correction  of  this  serious  defect  in  our  edu- 
cational system.  The  first  is  to  raise  the  age  for  compulsory  school  attendance 
to  16  or  even  18;  the  second  is  to  continue  school  education  beyond  the  14th 
year,  not  as  the  sole  business  of  the  child,  but  as  one  of  several  main  activities 
in  his  developing  life.  There  is  a  marked  tendency  in  most  of  the  States  to 
raise  the  age  of  school  attendance;  but  to  do  this  without  at  the  same  time 
providing  for  those  added  years  types  of  education  which  meet  the  real 
needs  of  the  youth  and  of  the  community  in  which  he  is  to  be  a  citizen  involves 
many  dangers.  At  about  14  a  boy  or  girl  begins  to  develop  the  social  instinct; 
and  to  fill  the  years  subsequent  to  14  with  the  book  work,  memory  drill,  and 
other  kinds  of  dry  teaching  associated  with  acquiring  the  three  "Us"  would 
produce  little  except  idleness,  rebellion,  and  general  demoralization  on  the  part 
of  the  older  pupil.  Moreover,  to  lay  out  the  school  course  beyond  14  in  such 
a  way  as  to  give  the  youth  much  free  time  in  the  afternoons,  on  Saturdays,  and 
during  long  summer  vacations  for  idling  on  the  streets  would  result  in  social 
corruption  instead  of  education  for  a  large  proportion  of  those  subjected  to 
schooling  so  unwisely  planned.  Every  youth  between  the  ages  of  14  and  at 
least  18  years  of  age  should  be  subject  to  educational  control,  but  not  neces- 
sarily to  school  control  in  the  usual  meaning  of  that  term.  In  those  develop- 
ing and  highly  receptive  years  every  boy  and  girl  should  be  under  ordered 
discipline  for  practically  all  his  waking  time;  but  in  a  large  proportion  of 
cases  the  best  discipline  is  not  necessarily  that  given  in  the  ordinary  school- 
room. Probably  in  a  majority  of  instances  the  training  of  youth  between 
those  years  will  be  most  effective  if  carried  on  mainly  in  some  productive 
field  of  industry,  agriculture,  or  commerce,  provided  the  working  time  of  the 
youth  is  really  devoted  to  acquiring  a  knowledge  of  that  field,  and  provided 


INTRODUCTORY   COURSE   OX   PART-TIME   EDUCATION  151 

that  what  he  is  acquiring  in  the  industry  is  checked  up  and  made  orderly  in 
his  mind  and  effective  in  his  production  by  definite  courses  of  study  carried  on 
under  sound  educational  authority.  In  other  words,  the  solution  of  the  very 
difficult  problem  of  right  education  during  adolescence  is  not  found  in  all 
cases,  and  probably  not  in  a  majority  of  cases,  through  keeping  the  boy  in 
school,  but  is  found  in  putting  him  out  into  active  life  where  he  can  be  earn- 
ing and  learning  at  the  same  time,  and  where  the  learning  is  so  dovetailed  in 
with  the  earning  as  to  make  those  years  immensely  fruitful  in  the  subsequent 
industrial  and  social  life  of  the  learner. 

Consequently  ignoring  for  the  moment  the  immensely  important  work  of 
supervision  and  teacher  training,  the  main  immediate  field  for  the  work  which 
is  so  rapidly  developing  in  the  States  under  the  Vocational  Education  Law  is, 
for  youths  over  14,  some  form  of  part-time  school,  wherein  education  is  con- 
ducted partly  ' '  on  the  job ' '  and  partly  in  school,  and,  for  older  persons,  that 
of  the  evening  school  wherein  the  practical  work  of  the  day  is  supplemented 
and  strengthened  by  the  educational  work  of  the  night.  There  will  always  be 
a  place  for  the  all-day  vocational  school,  but  it  is  a  very  minor  one  as  com- 
pared with  the  enormous  territory  which  should  be  occupied,  and  occupied  as 
quickly  as  possible,  by  efficient  part-time  schools  and  classes,  rounding  out  ' '  on 
company  time"  the  youth's  industrial  and  social  experiences,  and  by  evening 
schools  and  classes  supplementing  the  daily  activities  of  older  men  and  women 
who  need,  to  become  effective  citizens,  more  vocational  and  mental  training. 

One  of  the  difficulties  which  the  Federal  Board  of  Vocational  Education 
has  found  in  carrying  forward  its  work  is  the  fact  that  it  is  so  hard  for  many 
men  associated  in  an  administrative  or  professional  capacity  with  school  work 
to  realize  that  the  main  emphasis  of  the  Smith-Hughes  activities  should  be 
placed  on  a  type  of  education  which  is  quite  outside  the  ordinary  experience  of 
the  usual  public  school.  Part-time  education,  while  it  may  use  the  machinery 
of  the  schoolroom  and  the  actual  shelter  of  the  schoolhouse,  should  be  focused, 
from  the  educational  point  of  view,  not  upon  those  comparatively  few  hours  in 
the  school  building,  but  upon  the  many  hours  which  the  boy  or  girl  must  spend 
out  in  the  world  in  some  industrial  activity;  in  a  factory,  on  a  farm,  or  in  a 
store  or  counting  house.  The  major  part  of  the  pupil's  education  is  being 
acquired  out  there;  but  he  will  not  secure  a  proper  education  in  the  world  of 
industry  and  commerce  unless  the  school  authorities  understand  what  he  is 
doing  and  make  that  bread-winning  work  effective  in  his  educational  develop- 
ment by  properly  tying  it  up  with  the  work  which  for  4,  8,  12,  or  even  24 
hours  a  week  he  carries  on  under  the  immediate  direction  of  the  school.  The 
shorter  the  time  that  the  boy  can  give  to  study  in  the  schoolroom,  the  more 
intensive  that  studying  must  be  and  the  more  closely  must  it  be  related  to  his 
work  in  the  shop.  Whereas,  if  he  can  give  half  his  time  to  schoolroom  work, 
his  studies  may  have,  of  course,  a  larger  flavoring  of  the  academic 

The  essential  thing  with  all  part-time  work  is  that  the  understanding  of  the 
industry  by  the  school  and  of  the  school  by  the  industry  shall  be  so  complete 
that  the  work  in  each  is  the  proper  complement  of  the  work  in  the  other,  and 
that  the  two  pieces  of  work  are  so  well  tied  together  by  "coordinators,"  or 
other  persons  familiar  with  both  industry  and  school,  that  the  final  result  of 
the  boy's  work  in  industry  and  in  school  shall  be  wholly  and  really  educational. 

It  is  superfluous  to  point  out  to  an  audience  like  this  the  varieties  of  part- 
time  education  which  are  feasible;  but  I  do  want  to  emphasize,  both  for  myself 


152  INTRODUCTORY   COURSE   ON   PART  TIME   EDUCATION 

and  for  the  Board,  the  importance  of  a  careful  study,  in  each  State  and  in 
each  community  of  every  State,  of  the  possibilities  for  part-time  education,  so 
that  the  thousands  of  boys  and  girls  who,  as  I  have  already  tried  to  point  out, 
failed  to  get  anything  of  real  value  out  of  their  school  work  up  to  14  may 
have  their  deficiencies  made  up,  and  so  that  those  more  fortunate  youth  who 
did  get  some  measure  of  preliminary  training  out  of  their  school  life  up  to  14 
may  be  able  to  secure,  through  this  part-time  training,  genuine  education  of 
a  kind  for  which  no  boy  or  girl  under  14  is  ready,  but  without  which  it  is 
difficult,  if  not  impossible,  to  secure  effective  workers,  good  citizens,  and  respon- 
sible makers  of  homes. 

Youths  between  14  and  18  are,  of  course,  the  most  important  group  with 
which  the  vocational  education  law  is  called  upon  to  deal;  but  it  also  has 
responsibilities  toward  those  older  men  and  women  for  whom  any  kind  of 
part-time  education  is  impossible,  but  who  are  eager  to  secure,  through  even- 
ing schools,  a  better  vocational  training  along  the  line  of  their  daily  work, 
and,  in  the  case  of  many  of  them,  especially  those  from  foreign  lands,  a  wider 
outlook  upon  American  life.  The  limitations  of  the  Smith-Hughes  law  make 
it  impossible  for  the  more  general  kinds  of  training  to  be  subsidized  from  its 
funds;  but  the  law  does  permit  of  the  aiding  of  evening-school  work  looking  to 
the  higher  vocational  efficiency  of  these  older  persons.  Within  the  larger 
communities  an  important  field  for  the  development  of  vocational  education  is 
that  of  the  evening  school,  "evening"  being  interpreted  as  those  hours  (which 
may  well  be  in  the  day  time)  when  the  worker  is  not  industrially  employed. 

In  what  I  have  said,  I  have  tried  to  make  plain  my  own  belief,  and  while 
I  have  no  authority  to  speak  officially  for  them  I  think  I  represent  also  the 
attitude  of  the  Federal  Board,  that  the  first  and  largest  field,  other  than  that 
of  supervision  and  teacher  training,  for  the  expenditure  of  money  under  the 
Vocational  Education  Law  is  in  some  form  of  part-time  school  where  boys  and 
girls  over  14  and  at  work  get  a  chance  for  an  education  that  would  otherwise 
be  closed  for  them;  that  the  second  most  important  field  is  that  of  the  evening 
school,  without  which  older  men  and  women  industrially  employed  would  have 
to  abandon  all  hope  of  educational  development;  and  that  the  third,  but  com- 
paratively limited,  field  is  that  of  the  all-day  vocational  school  in  which  a  rela- 
tively small  group  of  fortunate  boys  and  girls,  able  to  afford  the  time,  can  fit 
themselves,  in  the  "orthodox"  way.  for  a  vocational  career.  But  it  can  not 
be  too  strongly  pointed  out  that  this  all-day  school  must  be  a  very  different 
thing  from  the  manual-training  high  school  and  from  many  of  the  so-called 
agricultural  or  technical  high  schools.  The  emphasized  purpose  of  the  Voca- 
tional Education  Law  is  to  fit  boys  and  girls  ' '  for  useful  employment, ' '  and 
it  is  not  only  the  duty,  it  is  the  controlling  purpose,  of  the  Federal  Board  to 
promote  solely  that  general  type  of  education.  An  all-day  vocational  school, 
therefore,  under  the  Smith-Hughes  Act,  must  devote  at  least  half  of  the 
pupil's  time  to  actual  work  of  a  strictly  vocational  character,  and  a  major 
portion  of  the  rest  of  the  day  must  be  given  to  drawing,  mathematics,  science, 
etc.,  taught  in  such  a  way  as  to  bear  directly  upon  its  vocational  work  and 
to  make  that  vocational  work  effective  by  familiarizing  the  pupil  with  its 
scientific  and  technical  foundations.  Moreover,  the  all-day  vocational  school 
must  be  limited,  as  far  as  is  humanly  possible,  to  youths  who  really  intend  to 
follow  the  vocation  which  they  are  studying  and  who  earnestly  look  forward 
to  its  subsequent  pursuit.     That  being  the  case,  it  should  be  easy  to  persuade 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  153 

them  and  their  parents  to  make  the  all-day  vocational  school  a  real  thing  by 
conforming  it  as  closely  as  possible  to  the  vocation  itself,  not  only  by  intro- 
ducing real  shop  or  farm  or  counting-house  conditions,  as  the  case  may  be, 
into  the  school  establishment,  but  also  by  keeping  the  hours  of  work  closely 
parallel  to  those  customary  in  the  vocation  for  which  the  youth  is  getting 
ready.  By  making  the  work  real  in  this  way,  the  boy  will  get  the  true  voca- 
tional spirit  and  will  pass  over  from  the  school  to  the  industry  just  as  naturally 
as,  in  the  old  apprentice  days,  the  well-trained  boy  passed  from  one  stage  to 
another.  While  the  boy  trained  in  such  an  all-day  vocational  school  will  have 
to  "serve  his  time  "  "bef  ore  becoming  a  full-fledged  workman,  his  school  experi- 
euce  will  not  only  shorten  his  apprentice  years  but  will  make  him,  in  the  end, 
a  far  more  efficient  journeyman,  clerk,  or  farmer  than  he  otherwise  would  have 
been  likely  to  become. 


154  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


Appendix  III 

ARTICLES  ON  ORGANIZATION  AND  ADMINISTRATION  OF 

PART-TIME  EDUCATION 

ADMINISTRATION  OF  COMPULSORY  PART-TIME  LAWS 

Ity  Lewis  H.  Carris 

[Reprinted  from  the  Vocational  Education  Summary  of  June,  1919.] 

[To  be  used  in  connection  with  Topics  IV  and  VI.] 

PART  I.    LEGISLATION  ENACTED  IN  1919 

The  passage  of  compulsory  part-time  school  laws  in  14  of  the  States  this 
year,  with  such  legislation  still  in  contemplation  in  several  other  States,  makes 
a  common  problem  for  State  departments  of  education  in  those  States. 

Although  there  will  be  certain  problems  that  will  be  universal  in  com- 
pulsory part-time  education,  I  am  convinced  that  the  problem  of  administration 
will  be  in  a  large  measure  an  individual  one  to  be  solved  by  each  of  the  States. 

Since  the  Federal  Board  has  been  active  in  advocating  the  passage  of  such 
compulsory  part-time  legislation,  and  since  agents  of  the  Federal  Board  have 
been  called  into  conference  and  have  helped  to  frame  such  legislation,  an 
attempt  should  be  made  by  the  staff  to  state  at  least  the  conditions  of  the 
problems  of  administration  brought  about  by  the  passage  of  these  new  laws 
and  to  act  as  a  clearing  house  of  information  to  the  various  States. 

The  future  of  compulsory  part-time  education  will  depend  in  a  large  measure 
upon  the  way  in  which  the  legislation  passed  at  the  recent  sessions  of  the  legisla- 
tures is  put  into  effect  for  the  next  two  years.  Other  States,  especially  in  the 
North  and  West,  will  consider  similar  measures  at  the  next  biennial  session, 
and  if  they  are  really  successful  in  the  organization  of  schools  for  young  per- 
sons who  have  entered  upon  employment,  the  movement  will  in  a  short  time 
become  Nation-wide. 

THE    COMPULSORY   PART    TIME   LAWS   ENACTED 

The  following  States  have  so  far  enacted  compulsory  part-time  school 
laws:  Arizona,  Montana,  Nevada,  New  Mexico,  Oklahoma,  Utah,  Missouri, 
Iowa,  Nebraska,  New  Jersey,  New  York,  Oregon,  Washington,  and  California. 

Two  States  had  already  enacted  similar  laws — Wisconsin  and  Pennsylvania. 

It  is  to  be  observed  that  these  States  present  the  widest  variety  of  condi- 
tions as  to  population,  conditions  of  industry,  and  education.  As  to  population 
they  vary  from  the  most  populous  State  in  the  Union — New  York — to  Nevada, 
one  of  the  least  populous.  It  is  evident  that  the  problems  of  administration 
will  vary  in  these  two  States  to  almost  as  great  a  degree  of  difference  as  is 
indicated  by  the  ratio  of  population  of  these  States.  Perhaps,  however,  not 
in  the  degree  of  difficulty,  since  it  may  prove  more  difficult  in  fact  to  admin- 
ister a  State  program  of  compulsory  part-time  schools  in  a  sparsely  settled,, 
community  than  in  a  large  city  where  large  groups  of  children  are  to  be  taught. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  155 


EXTENSION  OF  PARENTAL  CONTROL 

There  is  one  problem  which  is  common  to  all  12  of  the  States  enumerated, 
namely,  the  attempt  to  influence  the  lives  of  boys  and  girls  who  have  definitely 
severed  their  connection  with  the  day  instruction  in  public-school  systems  and 
who  have  entered  upon  gainful  employment.  This  includes  the  common  prob- 
lem of  administering  State  laws  which  extend  the  paternal  control  of  the 
State  from  two  to  four  years  higher  than  paternal  control  has  been  exercised 
in  the  case  of  children  within  the  compulsory  attendance  laws  which  have 
been  in  existence  in  these  States  up  to  the  present  time. 

SIMILARITIES    AND    DISSIMILARITIES    IN    STATE    LAWS 

The  laws  vary  greatly  in  the  different  States.  In  New  York,  California,  and 
New  Jersey  many  of  the  conditions  are  stated  specifically  in  the  law.  In  most 
of  the  other  States  much  of  the  legislative  power,  in  so  far  as  the  actual  admin- 
istration of  the  schools  is  concerned,  will  be  left  to  State  boards  for  vocational 
education.  This  will  also  be  the  case,  although  to  a  less  extent,  in  the  three 
States  above  mentioned.  In  every  State  the  State  board  of  education  or  the 
State  Board  for  Vocational  Education  is  charged  with  the  duty  of  formulating 
rules  and  regulations  concerning  the  establishment  of  the  compulsory  part-time 
schools  and  their  approval.  In  every  State  the  administration  is  tied  up  with 
and  is  a  part  of  the  State  administration  of  vocational  education  in  cooperation 
with  the  Federal  Board  for  Vocational  Education.  In  every  State  the  minimum 
provisions  for  attendance  upon  part-time  schools  or  classes  is  at  least  the 
equivalent  of  the  standards  set  up  in  the  Federal  vocational  education  act, 
which  requires  that  such  part-time  schools  or  classes  to  be  federally  aided 
must  be  in  session  for  at  least  four  hours  a  week  and  for  at  least  144  hours 
per  year. 


PART  II.    DISCUSSION  OF  DIFFICULTIES  AND  RESPONSIBILITIES 

It  is  my  purpose  to  discuss  some  of  the  difficulties  and  responsibilities  which 
will  be  encountered  in  organizing  part-time  schools  and  classes  in  the  commun- 
ities, hoping  that  the  statement  of  these  difficulties  and  responsibilities  may 
serve,  to  some  extent  at  least,  to  guide  State  executives  and  State  boards  of 
education  in  the  formulation  of  plans  which  will  result  in  effective  part-time 
instruction. 

In  the  United  States  we  have  only  a  limited  amount  of  experience  to  guide 
us  in  the  organization  of  compulsory  part-time  schools  and  classes.  Part-time 
schools  and  classes  have  been  discussed  in  Federal  Board  Bulletin  No.  19,  but 
this  bulletin  does  not  go  into  detail  concerning  all  the  problems  which  con- 
front a  community  or  a  State  board  of  education.  In  the  statement  of  the 
difficulties  to  be  met,  and  the  responsibilities  to  be  undertaken,  I  have  drawn 
freely  upon  the  published  statements  of  the  State  boards  in  Wisconsin,  Penn- 
sylvania, and  Massachusetts,  and  upon  my  experience  in  visiting  the  compulsory 
part-time  schools  and  classes  in  these  States. 


156        INTRODUCTORY  COURSE  ON  PART-TIME  EDUCATION 

POSSIBLE   CLASSIFICATION   OF  PUPILS   TO   BE  TAUGHT   IN    COMPULSORY 

PART-TIME   SCHOOLS 

In  planning  a  system  of  education  as  comprehensive  as  that  provided  for  in 
compulsory  part-time  school  laws,  it  is  necessary  to  consider  the  characteristics 
of  the  minors  who  are  to  be  reached  by  these  schools.  In  making  this  classi- 
fication we  have  in  mind  the  variables  entering  into  the  problem,  and  these 
variables  will  appear  whenever  any  considerable  number  of  minors  are  en- 
rolled for  instruction. 

1.  Age. — Minors  leave  the  regular  public  schools  from  the  time  which  State 
laws  permit  them  to  engage  in  employment  up  to  the  maximum  age  at  which 
attendance  upon  a  part-time  school  may  be  required.  Assuming  that  50  per 
cent  of  the  children  in  a  given  community  leave  school  at  the  age  of  14,  and 
that  75  per  cent  leave  school  before  the  age  of  16,  the  ages  of  the  pupils  enter- 
ing upon  the  work  of  a  part-time  school  or  class  would  vary  from  14  to  16,  with 
by  far  the  larger  number  of  children  in  attendance  who  are  nearer  16  years 
of  age.  In  every  State  there  is  the  range  of  calendar  school  age  of  at  least 
two  years,  while  in  some  of  the  States  there  is  a  range  of  four  years.  Where 
the  compulsory  part-time  law  covers  the  period  14  to  18,  the  problem  has  the 
same  characteristics  as  those  stated  above,  except  that  in  this  case  we  have 
a  greater  variation  as  to  pupils  entering  the  school  ranging  from  14  to  18 
years  of  age. 

2.  Physical  age. — Actual  calendar  age  does  not  always  coincide  with  physical 
development.  In  a  compulsory  part-time  class  which  I  recently  visited,  com- 
posed of  girls  from  mercantile  establishments,  the  actual  calendar  age  was 
limited  to  14  and  16,  with  the  larger  number  in  the  sixteenth  year.  The  teacher 
of  the  class  agreed  with  me,  however,  that  as  far  as  physical  development  was 
concerned,  the  girls  in  the  class  ranged  from  12  to  18-  years. 

3.  School  progress. — The  pupils  who  will  receive  instruction  in  a  compulsory 
part-time  class  will  vary  as  to  progress  made  in  regular  schools  from  the  age  at 
which  minors  are  allowed  to  leave  school  and  enter  upon  employment  to  the 
completion  of  four  years  of  secondary  school  work.  Probably  in  none  of  the 
States  will  there  be  an  attempt  to  enforce  attendance  of  children  who  have 
graduated  from  secondary  schools.  Fortunately,  in  most  of  the  States  there  is 
a  tendency  to  hold  children  in  regular  day  schools  until  the  completion  of  an 
elementary  school  course,  covering  at  least  eight  years.  This  restriction  will 
then  in  many  instances  confine  compulsory  part-time  school  instruction  to  chil- 
dren who  have  completed  eight  years  of  elementary  school  work.  In  the  States 
which  require  compulsory  attendance  from  16  to  18  years  of  age,  large  numbers 
of  children  will  have  had  part  of  a  high-school  course. 

4.  Mental  age. — A  curve  representing  the  progress  of  children  in  the  work 
of  the  regular  public  schools  would  only  in  a  general  way  coincide  with  the 
curve  which  would  represent  their  mental  growth.  This  is  due  in  a  measure  to 
the  fact  that  the  school  work  offered  for  the  most  part  is  not  of  such  a  charac- 
ter as  to  keep  pace  with  mental  growth  and  mental  capacity.  Among  the 
children  who  leave  school  to  go  to  work  and  who  are  subject  to  a  compulsory 
part-time  school  law  many  instances  will  be  found  of  children  who  could  not 
make  satisfactory  progress  in  public  school  work,  but  who  can  rapidly  rise  in 
industrial  life.  In  other  words,  it  is  my  opinion  that  progress  in  schools  does 
not  necessarily  represent  nor  necessarily  foretell  the  progress  which  the  child 
will  make  in  life  after  engaging  upon  employment. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  157 

5.  Occupations. — A  careful  study  should  be  made  by  the  State  board  for 
vocational  education  of  the  employment  in  which  children  who  will  be  subject 
to  the  provisions  of  the  compulsory  law  are  actually  engaged.  It  will,  of 
course,  be  found  that  many  of  the  children,  especially  of  the  14  to  16  years  old 
group,  will  be  engaged  in  temporary  employment,  and  that  many  of  them  are 
waiting  until  they  can  reach  an  age  either  required  by  the  State  law  or  by 
custom  for  engaging  in  other  kinds  of  work  which  present  more  opportunities 
for  advancement  or  which  require  a  further  physical  development.  When  the 
age  of  the  children  to  be  reached  is  extended  to  18  years,  the  classification  of 
the  pupils  in  respect  to  the  employment  in  which  they  are  actually  engaged 
will  be  much  extended,  with  far  greater  possibilities  for  giving  instruction  in 
a  part-time  school  which  will  be  supplementary  to  the  employment  in  which 
the  children  are  engaged. 

6.  Prospective  work. — Some  of  the  pupils  who  are  subject  to  a  compulsory 
part-time  law  will  be  found  to  have  made  a  decision  as  to  the  work  in  which 
they  propose  to  engage  permanently.  While  not  all  the  children  who  attend 
compulsory  part-time  classes  will  have  made  such  a  decision,  nevertheless  those 
who  have  should  be  given  careful  consideration. 

7.  Social  and  racial  groupings. — In  many  instances,  especially  in  the  large 
cities,  there  will  be  a  natural  segregation  of  groups  according  to  their  social  and 
racial  characteristics  or  environment,  and  the  instruction  may  in  such  instances 
be  modified  to  meet  the  particular  needs  of  the  group  to  be  reached. 

It  is  thus  evident  that  the  above  classification  of  pupils  is  not  exhaustive. 
Many  other  classifications  could  be  made,  and  the  experience  of  the  cities  and 
communities  which  have  undertaken  the  conduct  of  compulsory  part-time 
schools  or  classes  shows  that  only  a  few  of  these  classifications  can  be  taken 
into  account  in  the  actual  conduct  of  a  school.  The  schools  do,  however,  take 
all  of  these  into  account  in  dealing  with  an  individual  pupil,  and  while  it  may 
not  always  be  possible  to  give  instruction  in  accordance  with  these  groups,  it  is 
possible  to  take  some  of  them  into  account.  Communities  undertaking  the  work 
have  found  it  advisable  for  the  most  part  to  classify  the  pupils  in  part-time 
schools  in  accordance  with  school  progress  attained  in  the  day  schools  at  the 
time  of  leaving  such  schools.  This  may  be  the  most  expedient  way  and  prob- 
ably does  present  the  possibilities  of  organizing  groups  best  suited  to  receive 
class  instruction,  provided  that  the  work  offered  does  not  become  in  effect 
merely  an  extension  of  the  work  in  the  regular  elementary  or  secondary  schools. 
In  my  opinion,  the  compulsory  part-time  schools  or  classes  can  not  do  their 
most  successful  work  if  an  attempt  is  made  to  give  instruction  only  in  formal 
school  subjects,  either  by  a  selection  of  particular  subjects  or  by  condensing 
into  its  essentials  the  entire  curriculum  offered  in  the  elementary  or  secondary 
schools.  In  other  words,  any  successful  part-time  school  must  take  into  account 
the  peculiar  needs  of  adolescents  debarred  from  attendance  upon  a  regular 
public  elementary  or  secondary  school  and  who  are  engaged  in  gainful  occupa- 
tions. 

AIM  OF  COMPULSORY  PART-TIME  SCHOOLS  OR  CLASSES 

A  compulsory  part-time  school  or  class  may  be  said  to  be  an  institution  with 
both  social  and  educational  aims  in  so  far  as  we  can  differentiate  between 
social  and  educational  aims.  All  public-school  systems  should  be,  of  course,  in- 
struments of  society  organized  to  give  experiences  which  will  enable  boys  and 


158  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

girls  to  participate  in  the  responsibilities  of  organized  society  more  advan- 
tageously than  they  could  participate  in  such  responsibilities  without  such 
attendance.  The  means  for  such  training,  however,  have  been  largely  confined 
to  the  acquiring  of  specific  skill  in  the  school  arts,  and  not  very  much  atten- 
tion has  been  given  to  industry  itself. 

In  the  day  school,  either  elementary  or  secondary,  the  pupils  have  not 
passed  beyond  the  control  of  the  parents;  they  are  in  the  nonproductive  por- 
tion of  their  lives;  their  time  is  all  devoted  to  preparation  for  production, 
while  in  the  part-time  school  the  pupils  to  be  taught  are  all  in  the  productive 
stage.  They  have  all  entered  upon  some  gainful  employment.  They  are,  for 
the  most  part,  connected  with  some  phase  of  productive  or  distributive  industry. 

It  is  therefore  evident  that  the  aims  of  compulsory  part-time  schools  or 
classes  must  be  set  up  in  different  terms  from  the  aims  of  the  all-day,  ele- 
mentary, or  secondary  school,  if  such  compulsory  part-time  schools  are  to  do 
their  work  with  social  effectiveness. 

Taking  into  account  the  great  variations  as  to  physical  age,  school  progress, 
mental  age,  occupations,  prospective  work,  and  social  environment  of  the 
pupils  to  be  taught,  we  can  roughly  determine  what  should  be  some  of  the 
specific  aims  of  the  compulsory  part-time  school. 

1.  Citizenship. — It  is  difficult  to  make  individuals  realize  their  responsibili- 
ties as  citizens  until  they  become  actual  producers,  or  when  the  responsibility 
of  securing  the  necessities  of  life  has  been  shifted  from  the  parents  to  the 
children  themselves.  Again,  the  duties  and  responsibilities  of  citizenship  are 
not  readily  acquired  until  the  adolescent  period  has  been  reached.  In  the  case 
of  the  compulsory  part-time  school  we  have  pupils  who  meet  both  of  these  con- 
ditions, i.e.,  children  thrown  into  industrial  life  and  wage-earning  responsibility 
who  have  also  reached  the  adolescent  period. 

2.  Health. — The  compulsory  part-time  school  must  give  a  great  deal  of 
attention  to  the  health  of  the  young  workers  who  are  in  attendance,  and  pro- 
vision should  be  made  for  suitable  instruction  in  hygiene.  Wherever  systems 
of  medical  inspection,  the  services  of  nurses,  dental  clinics,  etc.,  have  formed 
a  part  of  the  regular  school  system,  this  service  should  be  extended  to  the  part- 
time  school,  or  when  such  service  has  not  been  available  it  should  be  organ- 
ized whenever  possible  as  a  part  of  the  activities  of  the  part-time  school. 

This  is  a  rather  difficult  aim  to  state,  and  the  success  of  the  part-time  school 
or  class  in  health  education  will  depend  to  no  small  extent  upon  the  sympa- 
thetic relationship  of  the  teachers  with  the  individuals  under  the  teachers' 
instruction. 

3.  Vocational  guidance. — Many  boys  and  girls  who  leave  public  schools  enter 
upon  employment  in  a  haphazard  manner;  few  of  them  have  yet  chosen  their 
life  occupation.  The  compulsory  part-time  school  or  class  should  provide  op- 
portunities for  a  consideration  of  the  possible  advancement  in  occupations 
which  are  open  to  children  who  are  in  a  measure  handicapped  by  not  being 
able  to  extend  their  general  education  in  the  regular  day  high  schools  and 
higher  institutions  of  learning. 

The  vocational  guidance  in  a  compulsory  part-time  school  will  be  to  a  con- 
siderable degree  tied  up  with  the  placement  activities,  which  will  be  discussed 
in  another  part  of  this  memo.  It  is  certain,  however,  that  courses  of  study 
should  be  so  organized  as  to  provide  reasonable  time  for  a  discussion  of  the 
desirability  of  finding  the  right  work  in  life. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  159 

4.  Vocational  experience. — The  limited  time  given  to  attendance  upon  a  com- 
pulsory part-time  school  or  class  prevents,  to  a  large  extent,  adequate  prepara- 
tion for  a  particular  occupation  in  the  school.  It  is,  however,  possible,  and  is 
the  practice  in  most  of  the  larger  cities  maintaining  compulsory  part-time 
schools  or  classes,  to  give  approximately  one-half  the  time  available  to  some 
kind  of  shop  or  concrete  experiences.  For  example,  in  the  city  of  Boston  the 
boys  have  an  opportunity  to  do  two  hours'  work  a  week  in  one  of  several 
shops.  At  the  present  time  there  is  organized  a  machine  shop,  a  sheet-metal 
shop,  a  carpenter  shop,  a  printing  plant,  electrical  work,  and  mechanical  draw- 
ing. In  the  commercial  field  there  are  opportunities  for  office  practice,  book- 
keeping, and  typewriting.  For  the  girls  there  are  prevocational  classes  in 
dressmaking,  millinery,  power-machine  operating,  cooking,  sewing,  and  other 
household  arts,  in  addition  to  the  commercial  branches  of  office  practice,  book- 
keeping, and  typewriting.  The  pupils  are  placed  in  these  shops  in  accordance 
with  their  expressed  desires. 

Since  the  age  in  the  Boston  continuation  schools  is  14  to  16  years,  not  a 
very  considerable  portion  of  the  work  of  these  classes  is  of  the  trade  exten- 
sion or  occupational  extension  type.  The  shop-work  does,  however,  provide  for 
the  following  things: 

(1)  It  gives  the  pupil  an  opportunity  to  select,  in  so  far  as  the  shop  facili- 
ties allow,  the  work  in  which  he  is  most  interested. 

(2)  It  helps  him  to  determine  whether  he  wishes  to  choose  his  career  in  the 
kind  of  shopwork  in  which  he  is  engaged. 

(3)  It  gives  a  vocational  experience  which  in  many  cases  can  be  realized 
on  with  a  change  of  occupation  to  one  of  the  industries  upon  which  the  shop- 
work  is  based. 

It  is  to  be  understood  that  the  variety  of  vocational  experience  offered  will 
depend  in  a  large  measure  upon  the  number  of  pupils  who  are  to  be  taught. 
The  conditions  maintained  in  Boston  can  be  reproduced  in  only  a  few  of  the 
cities  of  the  country. 

5.  General  education. — I  have  left  this  aim  to  the  last,  not  because  it  is  the 
least  important,  but  because  it  is  the  easiest  one  to  state.  It  must  be  remem- 
bered that  many  of  the  children  who  have  left  school  to  engage  in  profitable 
employment  are  those  who  have  been  misfits  in  the  regular  public  schools,  and 
any  attempt  to  give  systematic  instruction  in  the  school  arts  in  the  same  man- 
ner and  with  the  same  subject  matter  as  is  given  in  public  schools  can  only 
result  in  the  further  dissatisfaction  of  the  pupils  who  are  enrolled  and  in 
attendance  upon  the  school.  This  does  not  mean,  however,  that  the  school 
should  not  attempt  to  remove  the  educational  handicaps  suffered  by  pupils  who 
have  had  to  leave  school  without  completing  an  elementary  school  course; 
neither  does  it  mean  that  in  certain  instances,  especially  where  the  maximum 
age  of  part-time  pupils  is  18,  there  should  be  no  formal  secondary  school 
instruction. 

The  kind  of  instruction  in  general  school  subjects  will  depend  upon  the 
variables  above  described  and  the  ability  of  the  school  system  maintaining 
compulsory  part-time  schools  to  segregate  the  groups  in  accordance  with  their 
educational  needs.  It  is  to  be  assumed,  however,  that  in  general  most  of  the 
pupils  in  our  compulsory  part-time  schools  will  have  had  sufficient  training  in 
the  school  arts  and  that  very  little  further  attempt  should  be  made  to  improve 
skill  in  reading,  writing,  arithmetic,  and  spelling  beyond  attempting  to  provide 


160  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

for  those  who  have  left  school  without  completing  the  elementary  school,  or 
the  equivalent  of  an  elementary  school  education. 

In  this  respect,  however,  one  of  the  A'ariables  mentioned  above — that  of 
mental  age — must  be  taken  into  account.  It  is  evident  to  all  who  have  given 
the  subject  careful  study  that  there  are  many  children  who  are  incapable,  with 
the  mental  endowment  which  nature  has  given  them,  of  making  progress  in 
the  school  arts  commensurate  with  the  effort  which  is  made  to  give  them  such 
instruction.  In  eases  where  it  is  evident  that  further  instruction  in  school  arts 
or  any  formal  instruction  in  school  subjects  will  be  without  measurable  results, 
the  emphasis  should  be  placed  upon  the  other  aims  of  the  school,  as  above 
stated. 

Aside  from  removing  the  elementary  education  handicap,  as  above  stated, 
the  aims  of  the  school  should  not  be  teaching  the  art  of  reading,  especially 
oral  reading,  but  rather  the  inculcation  of  a  love  of  reading  and  the  providing 
of  literature  which  makes  an  appeal  to  the  adolescent  child;  should  not  be 
formal  drill  in  spelling  from  the  spelling  book,  but  should  be  the  acquisition 
of  a  vocabulary  for  which  the  child  will  have  real  need.  Very  little,  if  any, 
formal  grammar  should  be  given,  but  plenty  of  opportunity  for  oral  discus- 
sion. History  should  be  largely  industrial  and  the  subjects  of  economics,  laws 
affecting  industry,  and  similar  matters  should  be  studied  and  discussed. 

Mr.  O.  D.  Evans,  principal  of  the  Boston  Continuation  School,  states  the 
aim  or  the  functions  of  the  part-time  school  as  follows: 

' '  1.  Conservation  of  the  education  already  acquired  and  the  extension  of  it. 

' '  2.  The  providing  of  opportunity  for  prevocational  experience  to  help  in 
the  choice  of  a  vocation. 

"3.  Vocational  guidance  and  follow-up  work. 
'4.  The  establishment  of  an  efficient  employment  bureau. 
1  5.  Tying  school  work  with  the  job  so  far  as  possible. ' ' 

In  this  discussion  the  above  aims  have  been  covered  except  the  one  relating 
to  the  establishment  of  an  efficient  employment  bureau.  All  of  these  aims  will 
need  further  discussion  in  a  consideration  of  the  activities  of  the  school. 


PART  III.     ACTIVITIES  OF  COMPULSORY  PART-TIME  SCHOOLS 

Taking  into  account  the  kinds  of  pupils  to  be  reached,  with  their  needs  and 
the  aims  of  the  compulsory  part-time  school,  as  above  described,  we  may  now 
consider  the  activities  of  the  school  itself  in  order  to  meet  the  needs  of  these 
groups  and  to  carry  out  these  aims. 

The  activities  of  a  part-time  school  will  be  more  numerous  than  in  the  usual 
secondary  school  and  will  include  some  which  are  rarely,  if  ever,  found  in  the 
secondary  school  program.  These  activities  include  placement,  the  introduction 
of  children  to  school,  follow-up  or  visitation  work  at  the  home  or  place  of  em- 
ployment, development  of  an  esprit  de  corps,  assignment  to  and  change  of 
classes,  enforcing  attendance,  the  care  of  the  child  out  of  work,  making  a  daily 
program,  and  an  arrangement  with  children  and  employers  for  suitable  time 
for  attendance.  Many  of  these  have  to  deal  with  what  may  be  called  the 
overhead  work  of  the  school;  that  is,  work  which  can  not  be  done  in  regular 
classes  by  the  teachers  as  a  part  of  the  instructional  work. 

Placement. — The  problem  of  placement,  in  so  far  as  it  concerns  compulsory 
part-time  education,  may  be  considered  in  its  two  aspects:      (1)   The  original 


1 1 1 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  161 

placement  of  the  child  when  he  leaves  the  regular  public  school;  and  (2)  a 
change  frohi  one  occupation  to  another  while  in  residence  as  a  part-time  pupil. 

Original  placement. — The  first  of  these  may  or  may  not  be  connected  with 
the  actual  work  of  the  part-time  school.  This  will  depend  in  a  large  measure 
upon  whether  the  school  authorities  administering  the  part-time  school  are 
charged  with  any  responsibility  for  issuing  employment  certificates.  Wherever 
this  responsibility  is  placed,  there  should  also  be  responsibility  for  knowledge 
that  the  occupations  in  which  the  children  are  to  be  employed  are  such  as  come 
within  the  provisions  of  the  child-labor  law  of  the  State.  As  a  matter  of  fact, 
school  authorities  have  had  very  little  to  do  with  the  first  placement  of  chil- 
dren in  industry.  It  has  not  been  thought  necessary,  and  probably  it  would  be 
inadvisable,  to  have  the  public  schools  take  on  the  added  function  of  employ- 
ment service.  It  is  true,  however,  that  public-school  principals  and  school 
officials  charged  with  the  responsibility  of  issuing  employment  certificates  have 
exercised  considerable  influence  in  this  original  placement.  Care  must  be  exer- 
cised, however,  not  to  make  the  placement  work,  especially  the  original  place- 
ment, an  easy  means  for  children  to  leave  school.  The  part-time  school  should 
be  considered  the  last  resort  and  children  should  be  urged  to  stay  in  the  regular 
public  schools  for  full-time  instruction  as  long  a3  that  instruction  can  be  taken 
with  profit  and  the  financial  circumstances  of  the  child  permit  such  full-time 
attendance.  The  part-time  school  should  discourage  rather  than  encourage 
leaving  school.  However,  when  the  decision  has  once  been  reached  to  leave  the 
regular  school,  some  responsibility  still  rests  with  the  State  to  see  that  the 
child  is  not  employed  in  work  which  is  detrimental  to  his  health  and  which 
does  not  permit  his  further  education  in  a  part-time  school  when  such  a  school 
has  been  established  and  the  school  authorities  will  be  made  more  and  more 
responsible  in  supervising  the  employment  of  minors. 

Change  of  occupation. — It  is  the  universal  experience  that  large  numbers  of 
children  shift  their  employment.  In  practically  all  of  the  States  the  employ- 
ment certificates  are  issued  for  work  with  a  particular  employer,  and  a  record 
of  any  change  of  employment  will  necessarily  be  made  in  the  records  kept  by 
the  part-time  school.  Personal  relationships  will  have  been  established  with 
the  children  in  the  part-time  school  and  some  knowledge  at  least  will  have 
been  collected  concerning  the  abilities,  education,  and  experience  of  the  pupils 
who  are  changing  occupations,  and  the  part-time  school  or  class  can  give 
valuable  advice  to  the  child  in  the  matter  of  changing  from  one  occupation 
to  another.  In  its  placement  activities  the  part-time  school  should  endeavor 
to  place  children  in  occupations  in  which  there  are  opportunities  for  education 
and  advancement. 

The  part-time  school  authorities  will  acquire  a  large  and  extended  knowledge 
of  the  industries  in  which  juvenile  labor  is  employed,  of  positions  which  are 
considered  desirable,  of  the  attitude  of  individual  employers  toward  the  chil- 
dren they  employ,  and  will  be  able  materially  to  assist  pupils  to  secure  posi- 
tions offering  more  advantageous  opportunities. 

Employers  will  soon  learn  that  the  part-time  school  is  interested  in  the 
advancement  of  the  children  taking  the  work  and  many  times  will  apply  to  the 
school  authorities  when  they  are  in  need  of  young  persons  who  show  evidences 
of  success,  and  in  this  way  many  opportunities  will  be  provided  for  young  per- 
sons of  ability  to  secure  employment  advantageous  both  to  themselves  and  to 
the  employer. 


162  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

Follow-up  or  welfare  work.— The  compulsory  part-time  school  or  class  can 
not  confine  its  work  exclusively  to  instruction  during  the  hours  of  compulsory 
attendance.  A  personal  relationship  should  be  maintained  between  the  school 
and  the  home,  and  the  school  and  the  employer.  To  fulfill  this  function,  either 
the  teachers  or  some  person  or  persons  connected  with  the  part-time  school 
should  be  given  opportunity  to  do  this  follow-up  work.  This  follow-up  work 
should  not  be  confused  with  the  work  of  the  attendance  officers,  and  has  no 
relationship  to  actual  attendance,  except  as  regular  attendance  will  be  pro- 
moted by  the  establishment  of  a  personal  relationship  and  an  understanding  of 
the  difficulties  and  adverse  conditions  under  which  attendance  is  required.  It 
is  largely  a  matter  of  bringing  to  the  service  of  the  children  the  time  and 
energy  of  teachers  who  have  a  real  and  abiding  sympathy  for  their  difficulties. 

Introduction  of  children  to  school. — The  regular  public  school  usually  begins 
its  term  in  September  and  even  with  a  shift  of  classes  two  or  four  times  a 
year  has  its  children  in  continuous  attendance  in  segregated  groups.  Employ- 
ment, however,  is  secured  by  children  any  day  of  the  year,  and  immediately 
upon  securing  employment  the  minor  is  subject  to  the  provisions  of  the  com- 
pulsory attendance  act  relating  to  part-time  schools.  It  is  evident  then  that 
new  enrollment  in  the  part-time  schools  will  be  frequent  and  that  in  the  larger 
cities  additions  will  be  made  to  the  classes  practically  every  day.  The  school 
in  this  introduction  of  children  to  its  work  must  exercise  great  caution  and 
should  use  the  best  persons  available  to  introduce  new  pupils  to  their  new 
school  work.  An  attempt  should  be  made  at  the  start  to  place  the  children 
in  the  school  under  conditions  which  will  produce  a  favorable  attitude.  From 
the  very  beginning  there  should  be  evidenced  the  personal  interest  of  the  school 
in  a  particular  child. 

Assignment  to  and  change  of  classes. — It  has  been  indicated  several  times  in 
this  discussion  that  the  school  must  establish  an  individual  relationship  with 
each  of  its  pupils,  and  that  the  placing  of  a  child  in  a  class  should  be  made 
after  considerable  "personnel  work"  with  the  child.  It  is  the  practice  in 
some  of  the  part-time  schools  to  have  what  is  called  a  receiving  or  reservoir 
class,  to  which  all  children  are  assigned  upon  entering  the  school.  These  classes 
are  in  charge  of  the  most  skillful  teachers,  who  have  a  thorough  knowledge  of 
the  school  and  its  activities  and  who  during  the  residence  of  the  children  in 
the  receiving  class  are  charged  with  the  responsibility  of  the  second  placement 
within  the  school  itself.  Assuming  that  the  school  is  organized  as  far  as  possi- 
ble in  accordance  with  the  classification  of  the  pupils  to  be  instructed,  as  given 
above,  the  teacher  in  charge  of  the  receiving  or  reservoir  class  must  find  out 
where  the  child  can  do  the  most  effective  work  and  where  he  is  the  most  likely 
to  receive  instruction  which  will  be  of  value  to  him.  Although  the  assignment 
to  particular  kinds  of  work  will  be  limited  by  the  opportunities  offered  in  the 
school,  in  making  such  an  assignment  account  should  be  taken  of  (a)  the  pref- 
erence of  the  pupil,  (b)  his  school  progress,  (c)  the  Work  in  which  he  is  en- 
gaged, and  (d)  the  occupation  in  which  he  expresses  a  desire  finally  to  enter. 

It  is  to  be  remembered  that  for  the  most  part  the  schools  will  have  two  func- 
tions: (1)  To  remove  educational  handicaps  and  to  extend  general  education, 
and  (2)  to  develop  new  capacities. 

The  compulsory  part-time  school  should  never  become  a  static  organization 
and  the  assignment  of  children  to  particular  classes  should  never  be  considered 
a  permanent  assignment.  There  should  be  the  freest  opportunity  for  a  good 
reason  for  the  children  to  shift  from  class  to  class  or  from  teacher  to  teacher. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  163 

Esprit  de  corps. — The  limited  amount  of  time  in  which  instruction  is  given 
prevents  the  development  of  a  school  spirit  which  forms  so  valuable  a  part  of 
school  education.  There  is  little  opportunity  in  the  part-time  school  for  the 
development  of  teamwork,  the  organization  of  athletic  clubs,  school  games,  and 
recreation.  It  is  possible,  however,  to  have  all  of  the  pupils  who  are  in  attend- 
ance in  one  center  at  one  time  come  together  for  a  brief  inspirational  talk  or 
for  songs  or  music.  It  is  also  possible  to  have  meetings  outside  of  school  hours 
— evenings  or  holidays — which  will  bring  together  for  additional  inspirational 
and  social  work  the  children  who  are  in  attendance  upon  a  part-time  school. 

The  child  out  of  work. — Every  part-time  school  has  to  deal  with  the  prob- 
lem of  the  child  who  has  entered  employment  and  who  has  lost  his  job.  Most 
of  the  States  require  that  a  child  shall  be  in  attendance  upon  full-time  or  shall 
be  regularly  employed.  In  two  of  the  States  provision  is  made  that  a  child 
temporarily  out  of  employment  shall  attend  the  part-time  school  for  at  least 
20  hours  a  week.  The  out-of-work  pupil  must  be  given  adequate  attention  by 
the  part-time  school  authorities.  Fortunately,  in  most  States  the  children  are 
required  either  to  be  in  attendance  upon  a  day  school  or  engaged  in  regular 
employment.  In  no  case  should  the  children  be  permitted  to  attend  the  part- 
time  school  and  spend  the  remainder  of  their  time  in  idleness. 

Enforcing  attendance. — Enforcing  attendance  will  be  in  most  cases  an 
activity  of  the  truancy  department  of  the  district  maintaining  the  school. 
Cooperative  relationships,  however,  must  be  set  up  between  the  truancy  depart- 
ment and  the  part-time  school,  and  the  officers  charged  with  the  enforcement 
of  attendance  must  understand  the  aims  of  the  school  and  must  be  more  than 
police  officers,  especially  at  the  beginning  of  attendance  upon  part-time  schools. 

Arrangements  with  children  and  employers  for  suitable  time  for  attendance.^ — 
The  part-time  school  must  have  the  final  say  when  it  comes  to  the  question  of 
what  hours  children  shall  attend  a  part-time  school.  This  does  not  mean, 
however,  that  the  school  should  be  drastic  in  asserting  its  rights  in  this  matter. 
In  its  study  of  the  conditions  under  which  minors  are  employed,  and  the  places 
in  which  they  are  employed  in  a  community,  the  school  will  be  able  to  adjust 
its  hours  to  the  conditions  under  which  children  are  employed.  By  giving  some 
attention  to  these  adjustments  it  is  possible  in  many  instances  for  the  school 
to  establish  cooperative  relationships  with  the  employers,  thereby  doing  away 
at  the  start  with  the  feeling  of  hostility  which  may  arise. 

Hours  of  attendance. — If  four  hours  of  attendance  a  week  are  required  there 
are  a  number  of  ways  in  which  such  attendance  could  be  secured.  The  pupil 
may  attend  school  for  all  four  hours  during  one-half  day  of  the  week.  He 
may  come  two  days  for  two  hours  each  or  he  may  come  four  days  of  one  hour 
each.  The  hours  of  attendance  will  depend  in  a  large  measure  upon  the  em- 
ployment. For  example,  where  part-time  schools  or  classes  are  established  for 
workers  in  stores  it  has  been  found  that  the  most  suitable  hours  for  instruction 
are  from  8  to  10  in  the  morning.  This  is  the  time  when  juvenile  labor  can  be 
best  spared.  In  manufacturing  plants  the  tendency  is  to  give  all  of  the  time 
available  for  instruction  in  one  block. 

Making  the  program. — The  program  of  work  for  an  individual  teacher  will 
depend  in  a  large  measure  upon  the  number  of  children  enrolled  in  the  school 
and  the  number  of  teachers  employed.  Mr.  Evans,  principal  of  the  Boston 
Continuation  School,  suggests  a  plan  for  a  program  which  takes  care  of  the 
needs,  theoretically  at  least,  of  all  the  children  in   attendance.     In   the  case 


164  INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION 

of  Boston,  four  hours  of  attendance  are  required,  and  the  subjects  of  study 
are  arranged  for  an  individual  teacher  as  follows: 

Monday.  Tuesday.  Wednesday.  Thursday.  Friday. 

12  3  4  1 

2  14  3  2 

3  4  2  13 

4  3  12  4 

In  consideration  of  the  above  table  let  us  assume  that  only  one  teacher  is 
employed,  who  devotes  half  of  his  time  to  shop  activities,  and  further  assum- 
ing that  one  hour  is  to  be  devoted  to  the  subjects  of  civics,  hygiene,  recreation, 
and  culture,  another  hour  to  the  continuation  of  general  education,  and  two 
hours  to  shopwork,  the  figure  1  above  may  be  assigned  to  the  first  division — 
civics,  hygiene,  recreation,  and  culture;  figure  2  to  the  continuation  of  general 
education;  and  3  and  4  to  shopwork.  If  the  individual  teacher  then  arranges 
his  work  during  the  days  of  the  week  as  above  indicated,  it  is  possible  for 
children  to  be  in  attendance  one,  two,  three,  or  four  hours  a  day  of  from  one 
to  four  days  a  week,  and  to  cover,  by  means  of  this  program,  all  of  the  activi- 
ties of  the  school.  Where  several  teachers  are  employed  this  program  becomes 
even  more  flexible. 

Keeping  records. — Since  the  work  of  the  school  is  very  largely  individual,  the 
attendance  at  irregular  times,  and  shifting  of  pupils  from  class  to  class  will 
be  frequent,  it  will  be  necessary  to  provide  a  system  of  records  which  will  show 
at  all  times  an  exact  history  of  attendance  and  progress  in  the  part-time  school. 
I  hope  to  gather  blanks  from  the  schools  which  have  already  been  established 
which  may  be  used  to  advantage  by  school  authorities. 

LOCATION  OF  SCHOOL  PLANT 

The  enforcement  of  part-time  school  laws  will  necessitate  the  furnishing 
and  equipping  of  suitable  schoolrooms  and  shops  for  the  work  of  the  school. 
Since  the  work  is  to  be  begun  by  many  States  in  September,  1919,  the  present 
buildings  will  of  necessity  be  utilized.  It  is  unfortunate  that  in  many  cases 
schools  will  be  located  in  unsuitable  rooms,  poorly  lighted,  and  poorly  venti- 
lated. While  this  may  be  inevitable  at  the  beginning  of  the  work,  it  is  hoped 
that  within  a  short  time  as  good  school  housing  may  be  offered  to  part-time 
pupils  as  to  high-school  pupils.  The  work  is  no  less  important  than  high-school 
work,  and  deserves  as  much  careful  attention.  The  experience  of  cities  which 
have  established  compulsory  part-time  schools  shows  the  desirability  of  having 
as  large  numbers  as  possible  of  the  pupils  instructed  at  a  central  plant.  In 
every  city  a  beginning  of  this  centralization  can  take  place,  but  probably  in 
none  of  the  larger  cities  can  ever  be  completed,  since  the  part-time  school  or 
class  should  be  taken  to  the  place  where  instruction  can  be  given  most  advan- 
tageously, taking  into  consideration  the  location  of  the  plant  where  the  pupils 
are  employed.  School  officials  should  go  more  than  halfway  in  cooperating 
with  factories,  stores  and  other  places  where  children  are  employed  in  large 
numbers  in  sending  instructors  to  the  plants  themselves.  Many  times  there  are 
rooms  available  in  stores  and  factories  which  can  be  equipped  for  satisfactory 
continuation  school  work  and  which  can  be  attended  by  the  children  without 
loss  of  time  in  going  to  or  from  the  classes.     The  location  of  classes  in  this 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  165 

way  also  makes  it  possible  for  the  school  to  get  into  closer  touch  with  the 
industrial  conditions  and  gives  an  opportunity  to  employers  to  know  more 
intimately  the  work  of  the  school  and  to  offer  suggestions  as  to  the  character 
of  the  school  work  so  that  it  may  supplement  the  daily  employment  and  lead 
to  promotion. 

QUALIFICATIONS  OF  TEACHERS 

The  success  of  the  part-time  school  will  depend  entirely  upon  the  kind  of 
teachers  which  give  the  instruction  and  the  executives  who  supervise  this  in- 
struction. The  qualifications  of  teachers  in  continuation  schools  can  not  be  set 
up  in  terms  of  academic  standards  alone.  Neither  can  certification  for  work 
in  other  types  of  day  schools  be  accepted  as  satisfactory  evidence  for  fitness 
to  teach  in  the  compulsory  continuation  school.  No  teacher  can  succeed  who 
does  not  possess  a  missionary  spirit,  who  is  not  genuinely  interested  in  adoles- 
cent youth,  and  who  does  not  possess  a  knowledge  of  the  conditions  under  which 
boys  and  girls  are  employed. 

Roughly  speaking,  the  work  of  the  continuation  school  is  of  two  types — 
academic  work  and  shopwork.  Teachers  of  academic  work  should,  of  course, 
have  a  satisfactory  general  education,  usually  of  the  standard  required  for 
engaging  in  the  work  in  elementary  or  secondary  schools.  When  such  trained 
teachers  are  not  available,  teachers  undertaking  the  work  should  be  required 
to  secure  such  instruction  in  extension  classes.  The  shop  teacher  should  be 
secured  from  industry  itself  or  from  the  graduates  of  industrial  schools  or  the 
manual  arts  departments  of  normal  schools  who  have  had  some  industrial 
experience.  In  the  case  of  shop  teachers  practical  experience  is  of  first  con- 
sideration and  the  academic  preparation  of  secondary  consideration. 


SALARIES   OF   TEACHERS 

State  boards  of  education  should  give  wide  publicity  to  the  necessity  for 
the  payment  of  an  adequate  salary  to  the  teachers  in  continuation  schools.  For 
the  most  part  the  academic  qualifications  for  the  teacher  of  continuation  school 
work  will  be  comparable  to  those  of  the  elementary  schools,  while  the  personal 
qualifications  above  stated  must  be  possessed  in  addition.  It  is  my  opinion 
that  the  best  teachers  of  academic  work  in  the  part-time  schools  will  be  secured 
from  the  ranks  of  elementary  school  teachers,  and  that  the  salaries  paid  should 
be  not  less  than  those  which  are  paid  at  the  present  time  to  high-school 
teachers.  It  is  only  by  making  this  differentiation  in  salary  that  anything  like 
an  adequate  supply  of  part-time  teachers  who  possess  desirable  qualifications 
can  be  secured  at  the  outset. 

In  the  consideration  of  salaries  it  must  be  borne  in  mind  that  the  work  of 
the  part-time  school  is  really  secondary  in  character,  that  it  is  just  as  import- 
ant as  the  work  of  the  high  school,  and  that  the  limited  number  of  hours 
of  attendance  for  each  pupil  makes  it  even  more  desirable  to  have  teachers  of 
high  qualifications  than  in  the  secondary  schools.  It  is  my  opinion  that  the 
pupil-hour  cost  of  part-time  instruction  will  equal  and  may  exceed  the  pupil- 
hour  cost  of  instruction  in  secondary  schools  in  cities  where  part-time  schools 
are  maintained. 


166  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

TRAINING  OF  TEACHERS 

In  States  where  compulsory  education  laws  are  to  go  into  effect  this  fall,  or 
even  a  year  from  September,  State  boards  of  education  should  begin  at  once 
the  preparation  of  teachers.  In  the  case  of  the  law  going  into  effect  in  Sep- 
tember, 1919,  the  best  and  perhaps  only  method  of  preparation  of  teachers  will 
be  to  secure  attendance  upon  summer  sessions  of  the  normal  schools  and  colleges. 
A  rough  survey  can  provide  State  boards  with  an  estimate  of  the  number  of 
teachers  which  will  be  needed  for  this  work  and  this  prospective  employment 
at  an  increased  wage  will  provide  an  incentive  for  attendance  upon  these  spe- 
cial schools.  One  difficulty  will  be  met  in  securing  competent  instructors  for 
these  teacher-training  classes.  The  Whole  problem  of  part-time  education  is 
so  new,  and  the  experience  of  the  States  so  limited,  that  a  sufficient  amount  of 
material  for  instruction  purposes  is  not  available. 

SIZE  OF  CLASSES 

The  State  board  should  limit  by  rules  and  regulations  the  number  of  pupils 
who  may  receive  instruction  in  a  part-time  school  or  class.  In  no  case  should 
the  maximum  number  be  more  than  25.  It  would  be  better  to  have  it  placed 
at  20.  The  work  is  so  largely  individual,  the  possible  number  of  hours  of  attend- 
ance so  limited,  that  the  work  must  be  personal  in  nature  and  intensive  in 
character. 

PREPARATION  FOR  WORK  BY  STATE  BOARD 

The  State  board  for  vocational  education  charged  with  the  responsibility  for 
the  enforcement  of  a  compulsory  part-time  school  law  should  at  the  earliest 
moment  issue  preliminary  statements,  followed  up  by  tentative  rules  and  regu- 
lations, in  order  that  the  widest  publicity  may  be  given  in  the  State  to  the  pro- 
visions of  the  law  and  the  methods  of  its  enforcement.  Such  publicity  and 
preparation  might  cover  among  other  things  the  following  points: 

1.  Publicity. — There  should  be  published  and  sent  to  school  officials  an  exact 
statement  as  to  the  provisions  of  the  law  and  a  preliminary  statement  as  to 
the  aims  of  the  schools.  The  State  boards  should  give  publicity  to  the  new  law 
through  labor  organizations,  organizations  of  employers,  the  press,  and  other 
available  agencies. 

2.  Rules  and  regulations. — The  rules  and  regulations  should  contain  a  state- 
ment— 

(a)  Of  the  State  law; 

(6)  State  board  rules  and  regulations,  including  the  conditions  of  approval, 
•qualifications  of  teachers,  suggested  courses  of  study,  and  equipment; 

(c)  A  general  statement  of  the  aims  of  the  continuation  school,  going  into 
social  and  educational  implications. 

3.  Holding  of  conferences. — The  State  should  hold  conferences  of  school 
superintendents  and  officials  who  are  to  be  responsible  for  the  beginning  of 
the  schools  in  September. 

4.  Selection  of  a  staff. — Every  State  will  need  one  or  more  persons  who  will 
devote  their  entire  time  to  the  problems  of  the  organization  and  conduct  of 
compulsory  part-time  schools  in  order  that  the  district  school  officials  may  have 
the  services  of  an  expert  or  experts. 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  167 


RAILROAD  ADMTNTSTEATION  FAVORS  PART-TIME  EDUCATION 

By  Arthur  E.  Holder 
Member  of  the  Federal  Board  for  Vocational  Education. 

[Reprinted  from  the  Vocational  Education  Summary  for  September,  1919.] 
[To  be  used  in  connection  with  Topic  IX.] 

Recent  instructions  issued  by  the  United  States  Railroad  Administration  to 
railroads  under  its  control  open  a  wide  field  of  service  to  the  State  boards  for 
vocational  education. 

The  vocational  education  act  specifically  provides  that  at  least  one-third  of 
the  trade  and  industrial  fund  furnished  to  the  States  shall  if  expended  be 
applied  to  part-time  schools  or  classes  for  persons  who  have  entered  upon 
employment. 

There  are  railroad  shops  in  every  State  in  the  Union.  There  is  no  industry 
in  which  there  are  greater  opportunities  for  offering  vocational  education  to  the 
workers.  Some  of  the  railroads  now  have  part-time  schools  or  classes  for 
apprentices  in  operation.  They  are  conducted  by  the  railroad  independent  of 
State  and  local  school  authorities. 

The  public  has  a  responsibility  in  the  education  of  these  young  workers. 
The  way  is  now  open  for  the  honorable  and  effective  discharge  of  this  respon- 
sibility. State  and  local  school  authorities  have  a  splendid  chance  to  cooperate 
with  the  railroads  in  providing  effective  vocational  instruction.  While  some 
roads  will  probably  continue  to  operate  schools  independent  of  the  public- 
school  system,  it  is  confidently  expected  that  the  greatest  development  which 
will  be  stimulated  by  the  Railroad  Administration  instructions  above  referred 
to,  will  be  along  the  line  of  a  cooperative  part-time  school  in  which  the  State 
and  local  vocational  authorities  will  assist  in  the  formulation  of  courses  and  in 
the  payment  of  salaries  of  instructors  for  these  part-time  schools  or  classes. 

The  whole  intent  and  purport  of  these  schools  should  be  to  afford  instruction 
supplemental  to  the  daily  work  and  make  workers  more  efficient  and  intelligent 
on  their  jobs. 

The  keynote  is  the  teacher.  The  shop  teacher  must  possess  a  practical 
experience  in  the  trade.  This  should  include  at  least  three  years  journeyman 
employment  or  other  practical  experience  beyond  the  period  of  apprenticeship. 
He  should  be  chosen  because  of  his  practical  experience  and  his  ability  to 
instruct  others.  The  teacher  of  related  drawing,  science,  and  mathematics 
should  have  a  thorough  knowledge  through  practical  experience  of  the  drawing, 
science,  and  mathematics  required  by  the  trade.  He  should  be  able  to  suc- 
cessfully impart  this  knowledge  to  others.  He  should  have  first-hand  informa- 
tion of  the  character  of  work  upon  which  his  pupils  are  engaged  in  order 
that  he  may  actually  relate  his  instruction  to  this  work. 

Much  of  the  instruction  can  be  given  to  better  advantage  in  the  shops  or  in 
a  classroom  fitted  up  in  or  near-by  the  shop  than  it  can  in  the  ordinary  school- 
room. 


168  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

The  Federal  Board  for  Vocational  Education  has  already  ruled  that  part- 
time  classes  for  which  reimbursement  is  to  be  made  from  Federal  funds  for 
one-half  the  salary  of  the  instructor  may  be  carried  on  at  the  school,  in  the  shop, 
in  classrooms  adjoining  the  shop,  in  a  building  near  the  shop,  or  elsewhere,  and 
that  the  instruction  may  be  either  manipulative  in  processes  or  related  to  pro- 
cesses, or  both. 

Practically  every  State  now  has  in  its  plans  provisions  under  which  it  could 
cooperate  in  the  establishment  and  conduction  of  these  schools.  It  is  con- 
fidently expected  that  the  next  year  or  two  will  see  a  rapid  development  in 
this  field. 

Following  are  the  instructions  issued  by  the  Railroad  Administration  to  the 
various  railroads  under  Federal  control: 

"The  Federal  Government  has  created,  under  the  provisions  of  an  act  of 
Congress,  as  approved  February  23,  1917,  a  Federal  Board  for  Vocational  Edu- 
cation. 

"The  purpose  of  this  act  is  to  provide  for  the  promotion  of  vocational  edu- 
cation in  the  trades  and  industries  and  in  agriculture  in  cooperation  with  the 
various  States,  and  an  appropriation  by  the  Federal  Government  is  available 
for  such  work. 

"The  value  of  vocational  training  for  mechanics  and  apprentices  in  rail- 
road shops  has  been  recognized  by  many  railroads  who  have  established  schools 
for  the  training  of  such  men.  It  is  the  desire  of  the  Eailroad  Administration 
not  only  to  assist  and  encourage  such  training  where  established,  but  also  to 
extend  the  system  to  roads  which  have  not  established  such  schools,  and  it  is 
believed  that  this  can  be  best  accomplished  by  cooperation  between  the  United 
States  Railroad  Administration  and  the  Federal  Board  for  Vocational  Educa- 
tion in  extending  this  work. 

"It  is  therefore  desired  that  the  different  railroads  under  control  of  the 
United  States  Railroad  Administration  cooperate  with  the  Federal  Board  for 
Vocational  Education  in  the  establishment  of  part-time  schools  for  railroad- 
shop  apprentices  and  others  who  come  within  the  scope  of  the  act.  Where  it  is 
found  necessary  in  order  to  facilitate  this  work,  railroads  will  be  authorized  on 
request  to  fit  up  suitable  study  or  class  rooms  at  the  different  shops  where 
such  schools  may  be  held.  Where  such  schools  are  established,  railroads  will 
be  authorized  to  pay  apprentices  at  their  usual  rate  for  the  time  spent  in 
attending  such  schools. 

"Apprentices  on  roads  where  such  schools  are  established  will  be  required 
to  attend  not  less  than  208  hours  per  year. 

"•Complete  information  concerning  the  establishment  of  these  schools  in 
cooperation  with  the  Federal  Board  for  Vocational  Education  may  be  obtained 
either  fiom  the  board  direct  or  from  the  assistant  director,  division  of  opera- 
tion, in  charge  of  the  mechanical  department. 

' '  In  the  preparation  of  a  course  of  study  due  attention  must  be  given  to 
meet  the  needs  of  railway  shop  employees,  and  such  subjects  as  shop  practice 
involving  the  manipulation  of  machines  used  in  general  repair  and  construc- 
tion work  and  to  related  science,  mathematics,  and  drawings  should  be  fully 
provided  for. 


INTRODUCTORY    COURSE    ON   PART-TIME   EDUCATION  169 

' '  To  provide  uniformly  as  far  as  practicable  in  these  courses  of  study,  the 
subjects  embraced  therein  should  be  submitted  to  the  assistant  director,  division 
of  operation,  in  charge  of  the  mechanical  department,  for  approval. 

(Signed)  "W.  A.  Carter, 

' '  Director  Division  of  Labor. 

"W.  T.  Tyler, 
"Director  Division  of  Operation. 
' '  Approved : 

"Walker  D.  Hines, 

"Director  General  of  Railroads." 


170  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 


PEINTERS  AGREE  TO  STUDENT  APPRENTICES  AS  NEW  METHOD  OF 

SECURING  HIGH-GRADE  HELP 

[Reprinted  from  the  Vocational  Education  Summary  of  September,  1919.] 
[To  be  used  in  connection  with  Topic  IX.] 

In  Little  Rock,  Ark.,  the  typographical  union  is  cooperating  with  the  city 
schools  through  an  agreement  to  employ  boys  as  apprentices  for  part-time  work 
in  their  shops. 

Six  half  days  he  is  engaged  in  practical  work  and  five  half  days  he  attends 
school,  and  combining  this  learning  and  earning  he  gets  an  education  and  train- 
ing he  would  be  unable  otherwise  to  have. 

The  agreement  follows: 

STUDENT  APPRENTICES 

Section  1.  The  following  sections  of  this  contract  are  entered  into  with  the 
intent  and  purpose  of  cooperating  with  the  Little  Rock  Public  School  Board  for 
the  purpose  of  securing  high-grade  apprenticeship  training  and  shall  in  no  way 
interfere  with  the  rules  and  regulations  at  present  governing  apprentices,  as 
provided  by  local  and  International  Typographical  Union  laws,  and  in  con- 
formity with  State  and  Federal  laws. 

Sec.  2.  Both  parties  hereto  agree  that  the  employment  of  a  student  appren- 
tice shall  consist,  for  the  first  two  years  of  their  apprenticeship  period  of  at 
least  one-half  of  each  working  day  (six  half  days  per  week)  in  the  composing 
room  and  at  least  one-half  of  each  school  day  (five  half  days  per  week)  in 
instruction  at  the  department  of  printing  of  the  Little  Rock  public  school. 
During  this  period  the  apprentice  shall  be  known  as  a  student  apprentice. 

Sec.  3.  For  the  purpose  of  carrying  out  the  educational  program  in  section 
2,  a  boy  employed  as  a  student  apprentice  shall  be  considered  as  equivalent  to 
one-half  of  a  regular  apprentice  in  determining  the  ratio  of  apprentices  to 
journeymen. 

Sec.  4.  Apprentices  may  be  employed  in  the  ratio  of  one  to  every  five 
journeymen,  or  fraction  thereof,  with  the  following  provisions:  No  office  shall 
be  entitled  to  employ  an  apprentice  unless  at  least  one  member  of  the  typo- 
graphical union,  aside  from  the  proprietor,  is  regularly  employed  in  the  com- 
posing room. 

Sec.  5.  An  advisory  committee,  consisting  of  two  representatives  from 
Typographical  Union  No.  92  and  two  employing  printers  and  the  superintend- 
ent of  the  Little  Rock  public  schools,  shall  be  appointed  for  the  purpose  of 
cooperating  with  the  school  authorities  and  assisting  them  in  coordinating  the 
work  of  the  school  with  the  plant  and  apportion  the  ratio  of  apprentices  among 
the  employing  printers  in  accordance  with  the  provisions  and  policies  herein 
set  forth.     The  decision  of  the  advisory  board  must  be  unanimous. 

Sec.  6.  The  advisory  committee  in  apportioning  the  ratio  of  apprentices 
among  employing  printers  and  in  changing  the  ratio  of  apprentices  to  journey- 
men, in  accordance  with  section  4,  shall  limit  the  number  of  student  appren- 
tices so  that  at  the  expiration  of  this  contract  the  total  number  of  appren- 
tices in  any  plant  shall  not  exceed  the  total  apprentice  allowance. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  171 


Appendix  IV 
DESCRIPTIONS  OF  SCHOOLS  AND  COURSES  OF  STUDY 

WEST  VIRGINIA'S  PART-TIME  SCHOOLS  FOE  COAL  MINERS 

[Reprinted  from  the  Vocational  Education  Summary  of  March,  1919.] 
[To  be  used  in  connection  with  Topic  X.] 

A  considerable  amount  of  interest  has  been  manifested  in  the  short  course 
in  coal  mining  which  is  held  each  summer  at  West  Virginia  University,  Morgan- 
town,  W.  Va.  This  interest  is  not  confined  to  the  State  itself,  but  inquiries 
regarding  the  course  have  come  from  nearly  every  coal-mining  State  in  the 
country. 

The  short  course  is  held  for  six  weeks,  from  about  the  middle  of  June  until 
the  end  of  July.  Unit  courses  are  given  in  mine  gases,  mine  ventilation,  mine 
fires  and  explosions,  safety  lamps,  timbering,  explosives,  methods  of  working, 
electricity  in  mines,  hoisting,  haulage,  drainage  and  pumping,  mine  manage- 
ment, and  the  prevention  of  accident.  The  instruction  in  first  aid  to  the  in- 
jured and  mine-rescue  training  is  given  by  the  United  States  Bureau  of  Mines, 
one  of  their  rescue  cars  and  its  corps  of  instructors  being  detailed  to  Morgan- 
town  for  three  weeks.  The  mining  laws  of  West  Virginia  are  not  studied  as 
a  separate  course,  but  the  various  sections  are  woven  in  with  the  unit  courses 
to  which  they  apply.  In  addition  a  20-minute  drill  is  held  each  morning  on 
the  applications  of  the  mining  law  to  the  work  of  the  preceding  day. 

In  1918  there  were  23  students  enrolled  in  the  short  course,  and  from  pres- 
ent indications  the  number  this  year  will  be  in  excess  of  50.  The  chief  of  the 
department  of  mines  of  West  Virginia,  the  deputy  inspectors,  coal  operators, 
and  miners  are  all  in  favor  of  this  work,  largely  for  the  reason  that  the  course 
is  just  what  it  purports  to  be — a  course  for  coal  miners.  No  attempt  is  made 
to  turn  out  mining  engineers,  a  tendency  that  has  been  apparent  in  summer 
courses  at  some  mining  schools.  The  aim  at  West  Virginia  University  is  to 
train  the  men  to  be  better  miners,  to  produce  coal  more  safely  and  efficiently, 
to  increase  their  mining  knowledge  so  that  they  will  be  able  to  pass  the  State 
examinations  for  certificates  of  competency  as  fire  boss  and  mine  foremen, 
and  so  place  themselves  in  line  for  promotion.  The  department  of  mines  holds 
an  examination  at  the  close  of  the  course  for  those  desiring  to  secure  their 
certificates. 

Such  a  course  is  a  true  part-time  course  from  every  standpoint.  It  is  for 
the  purpose  of  giving  instruction  of  less  than  college  grade  to  persons  over  14 
years  of  age  who  have  entered  on  an  industrial  pursuit;  it  fits  them  for  further 
useful  employment  in  the  industrial  pursuit  in  which  they  are  employed;  the 
instruction  given  meets  the  needs  of  persons  over  14  years  of  age;  and  is  given 
for  more  than  144  hours  per  year. 

Similar  part-time  courses  in  other  States  offer  large  opportunities  for  suc- 
cessful work.  Summer  is  the  dull  season  in  the  coal  industry,  and  many  men 
can  leave  their  work  for  the  time  required  to  complete  such  a  course.  Greater 
efficiency  is  possible  in  this  type  of  a  part-time  school  than  in  evening  trade 
extension  schools  for  intensive  training  can  be  given. 


172  INTRODUCTORY    COURSE   ON  PART-TIME   EDUCATION 


BEIEF  EEPOKT  ON  COMMERCIAL  PART-TIME   CLASSES 

By  Seth  B.  Carkin 

[Reprinted  from  the  Vocational  Education  Summary  of  April,  1919.] 

[To  be  used  in  connection  with  Topic  XII] 

THE  START 

The  part-time  commercial  classes  were  actually  started  in  Rochester  in  Sep- 
tember, 1917,  through  the  influence  of  Mr.  F.  G.  Nichols,  director  of  business 
education,  cooperating  with  the  committee  on  education  at  the  Chamber  of 
Commerce.  In  August  the  Chamber  of  Commerce  sent  out  a  circular  letter  to  a 
large  number  of  business  offices.  This  letter  described  the  proposed  plan  and 
suggested  that  the  reader  fill  in  and  return  an  inclosed  blank  form  for  an  inter- 
view with  a  representative  of  the  board  of  education.  The  replies  to  these 
letters  were  very  encouraging,  and  the  interviews  which  followed  were  even 
more  gratifying.  By  September  there  had  been  listed  all  the  positions  for 
which  there  were  students  available.  The  above  facts  are  splendid  evidence 
of  the  cooperative,  progressive  spirit  of  the  Rochester  business  men. 

STUDENTS  AND   SCHOOLS 

A  canvass  in  the  schools  had  been  made  in  June,  so  the  approximate  number 
of  part-time  students  was  known.  Because  there  were  only  13  students  regis- 
tered for  the  work  in  East  High,  and  the  same  number  registered  in  West 
High,  it  was  decided  that  one  teacher  going  from  one  school  to  the  other  alter- 
nating weeks  should  handle  both  classes. 

ASSIGNMENTS 

As  the  business  man  had  been  sold  the  plan  the  position  of  the  school  was 
at  this  point  much  like  that  of  an  employment  bureau.  Here  were  the  speci- 
fications and  requirements  of  an  existing  job  for  which  the  school  attempted 
to  pick  two  students  who  seemed  best  suited  both  from  the  standpoint  of  edu- 
cation and  personal  qualifications  to  handle  the  work.  Geographical  conditions 
also  had  to  be  considered,  as  the  students  came  from  two  high  schools  (East 
and  West).  It  would  not  be  satisfactory  to  either  employer  or  student  if  th.? 
distance  from  the  home  to  work  was  too  great.  The  student  had  to  do  his  own 
bargaining  and  finally  make  secure  his  own  position.  The  school  simply  told 
him  where  to  apply. 

REPORT   FORMS 

Before  the  student  takes  up  his  duties  at  the  office  he  is  given  a  sheet, 
"Suggestions  to  students,"  which  pictures  the  seriousness  of  business,  as  well 
as  giving  certain  detailed  suggestions.  Each  student  on  his  return  to  school 
is  required  to  have  ready  for  the  teacher  a  detailed  weekly  account  of  his  busi- 
ness experience.  This  form  shows  the  kind  of  work  performed  each  day  and 
the  amount  of  time  spent  on  each  kind.  It  also  shows  the  total  hours  spent  on 
each  type  of  work  for  the  week.     This  weekly  work  report  is  transferred  to  a 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  173 

permanent  record  card  which  is  kept  on  file  to  determine  whether  or  not  the 
student  is  receiving  the  proper  variety  of  practice  training.  Since  school  credit 
is  given  for  business  experience,  it  is  desirable  to  know  the  progress  of  the 
student  from  the  employer's  viewpoint.  The  employer  is  asked  to  fill  out 
monthly,  or  just  before  school  reports  are  issued,  a  blank  report  form  which 
is  considered  in  making  up  the  monthly  grades  of  the  student.  The  report  of 
the  employer  is  of  a  general  nature  and  tends  to  show  whether  or  not  the 
student  is  making  progress  with  the  business  man.  Such  qualifications  as  in- 
dustry, punctuality,  initiative,  courtesy,  and  neatness  appear  on  the  report.  A 
blank  space  is  left  after  each  qualification  where  the  employer  may  make  sug- 
gestions. Some  very  interesting  and  helpful  suggestions  have  been  made  by 
the  business  man. 

TEACHERS  AND  FIRMS 

Cooperative  classes  is  a  name  well  applied  to  the  part-time  work.  Coopera- 
tion means  to  give  as  well  as  to  receive,  and  this  is  especially  true  in  this 
plan.  A  firm  which  will  not  give  a  little  time  for  practical  instruction  to  the 
student  worker  is  not  the  type  of  house  to  choose  for  this  work.  The  instruction 
which  the  firm  gives  can  not  be  too  elementary,  but  after  the  foundation  is 
laid  the  wider  the  range  of  instruction  the  better.  Teachers  who  perhaps  do 
not  favor  the  plan,  or  even  teachers  who  do  not  care  much  one  way  or  another, 
are  generally  stones  in  the  path  of  progress.  Rochester  has  been  very  fortu- 
nate with  both  firms  and  teachers  (this  refers  particularly  to  teachers  of  his- 
tory, civics,  and  such  subjects  which  are  not  given  by  the  regular  part-time 
teacher).  It  has  been  evident  during  the  past  three  semesters  that  through  the 
spirit  of  cooperation  much  has  been  accomplished  in  practical  instruction  for 
the  benefit  of  the  students. 

THE  COORDINATOR 

One  feature  of  the  plan  which  is  entirely  different  from  that  of  most  other 
cities  is  that  the  teacher  of  the  class — that  is,  the  commercial  teacher  who  has 
the  regular  part-time  subjects — does  the  work  of  the  so-called  coordinator.  The 
work  of  the  coordinator  is  very  important,  but  in  some  cities  where  it  has  been 
made  a  special  work,  separate  from  the  teaching,  much  criticism  has  arisen 
concerning  the  cost.  One  argument  in  favor  of  the  part-time  teacher  as  the 
coordinator  is  that  the  work  is  done  first  hand.  The  teacher  knows  the  student 
and  after  becoming  acquainted  with  the  cooperating  firms  is  the  natural  medium 
or  go-between. 

SUBJECTS   OP   PART-TIME   COURSES 

Up  to  the  present  only  seniors  in  the  commercial  course  have  been  eligible 
for  the  part-time  work.  An  attempt  has  been  made  to  keep  this  plan  before 
the  other  students  in  other  years  as  a  goal  for  which  to  work.  This  does  not 
mean  that  students  in  other  years  are  necessarily  barred  from  part-time  work; 
it  simply  means  that  the  senior  commercial  students  are  trained  for  such  office 
positions  as  this  plan  offers  and  they  are  therefore  chosen.  The  subjects  for 
this  course  are  not  necessarily  -exactly  the  same  for  every  student.  The  required 
subjects  are  commercial  English  and  correspondence,  advertising,  salesmanship 
and  business  organization,  commercial  law  one  semester  and  economics  the 
other,  and  American  history  with  civics.  The  electives  are  shorthand  reporting 
principles,  advanced  bookkeeping,  elocution,  and  public  speaking. 


174  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

EXPERIENCE  AND  CREDITS 

Because  the  plan  is  not  wholly  out  of  the  experimental  stage  it  may  be 
unwise  to  prophesy.  However,  at  present  it  is  the  opinion  of  all  who  are  in 
touch  with  the  work  that  the  boy  or  girl  is  both  a  better  student  and  a  better 
worker  because  of  having  had  the  part-time  training.  Certainly  if  we,  in  terms 
of  salary,  attempt  to  compare  the  regular  commercial  graduate  with  the  part- 
time  commercial  graduate,  we  shall  find  that  the  part-time  graduate  is  in  the 
lead.  No  one  can  deny  the  value  of  practical  experience,  but  many,  through 
practical  experience  received  after  leaving  school,  have  realized  the  opportu- 
nities which  they  let  drift  by  while  in  school.  Some  of  the  part-time  students 
have  had  this  same  awakening,  but  not  before  it  was  too  late  to  take  advantage 
of  some  of  the  opportunities.  The  school  allows  30  credits  for  one  school  year 
for  this  business  experience.  This  is  equivalent  to  one  full  school  subject  and 
one  half  subject.  Only  one-half  the  credits  allowed  full-time  subjects  are 
granted  part-time  subjects.  While  the  actual  school  attendance  is  cut  in  half, 
it  is  felt  that  because  of  the  quickened  conception  and  interest  of  the  student 
much  more  than  half  of  the  regular  subject  matter  is  generally  covered.  The 
kind  of  work  in  which  the  student  becomes  somewhat  experienced  may  be 
classified  as  follows:  General  clerical,  typing,  stenographic,  filing,  bookkeeping, 
adding  machine,  and  dictaphone. 

GRADUATES 

Since  September,  1917,  68  students  have  been  graduated  from  the  part- 
time  course.  Of  this  number  many  have  stood  very  high  in  their  classes.  In 
June,  1918,  in  West  High  School,  where  there  exists  what  is  known  as  the 
"Honor  roll,"  4  of  the  21  students  on  this  list  were  of  the  part-time  group. 
While  naturally  not  all  the  graduates  have  remained  with  the  firm  where  they 
were  employed  part  time,  yet  there  are  many  who  are  still  with  the  same  firm. 
Of  the  17  graduates  last  January,  16  remained  permanently  with  the  house 
where  they  were  employed  part  time.  One  company  which  has  been  cooperat- 
ing every  since  the  plan  was  inaugurated  has  employed  full  time  all  the  stu- 
dents it  ever  employed  part  time.  And  every  one  of  these  workers  is  still 
employed  by  this  firm.  The  following  is  a  brief  record  of  what  some  of  the 
part-time  graduates  are  now  doing:  One  boy  is  making  splendid  progress  in 
the  advertising  department  of  a  large  firm  where  he  was  employed  part  time. 
Another  boy  is  assistant  to  the  employment  manager  of  a  large  business  in 
which  he  was  employed  part  time.  One  girl  is  assistant  secretary  to  the  presi- 
dent of  one  of  the  largest  manufacturing  houses  of  its  kind  in  the  country. 
All  the  girls  have  good  stenographic  or  general  clerical  positions.  So  far  as  it 
is  known  none  are  unemployed. 

SALARIES 

As  far  as  the  student  is  concerned,  no  emphasis  has  ever  been  given  to 
money.  Salary  has  always  been  rated  as  a  secondary  factor.  Nevertheless  it 
must  be  admitted  that  the  economic  assistance  received  has  made  it  possible 
for  more  than  one  boy  and  girl  to  finish  the  high-school  course.  This  surely 
does  not  lessen  the  value  of  the  plan  for  those  who  might  be  able  to  finish  the 
regular  high-school  course  without  financial  help.  The  following  figures  are  at 
least  interesting:     The  average  wage  paid  is  about  $10  a  week.     Last  term  the 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  175 

lowest  wage  paid  was  $8  a  week  and  the  highest  was  $14.68  a  week.  The  total 
earnings  of  the  entire  group  (26  students)  from  September,  1917,  to  January, 
1918,  was  $1,984.34,  an  average  of  $76.32  per  student  for  one  term  or  20  weeks. 
The  total  earnings  of  both  groups  (28  students)  from  January,  1918,  to 
June,  1918,  was  $2,434.75,  an  average  of  $86.96  per  student.  The  total  earn- 
ings of  both  groups  (34  students)  from  September,  1918,  to  January,  1919,  was 
$3,494.37,  an  average  of  $102.77*  per  student.  The  total  earnings  of  all  the 
students  from  September,  1917,  to  January,  1919,  is  $7,913.50.f 

EMPLOYERS  AND  THE  PLAN 

The  following  notations  taken  from  employers'  reports  may  prove  interest- 
ing in  showing  the  attitude  of  the  business  man  toward  the  plan: 

(a)  "Miss  is  developing  into  a  very  useful  employee.     Her  work 

is  far  above  the  average  new  office  employee  and  will  compare  favorably  with 
a  girl  of  a  year's  experience." 

(b)  "Pleasing  personality,  readily  adapts  herself  to  any  work  and  very 
desirable  office  help. 

(r)  "Is  quick  at  grasping  a  situation  and  there  is  no  question  as  to  her 
brightness  and  capability." 

((/)   "We  have  found  Miss  capable  of  handling  every  kind  of  office 

work  we  have  had  occasion  to  give  her." 

(e)  "Miss 's  speed  in  taking  dictation  and  transcription  has  in- 
creased very  noticeably  within  the  last  month." 

(/")   "Mr.  has  been  in  the  employ  of  for  six  months,  during 

which  time  he  has  been  under  my  supervision.  He  is  honest,  faithful,  and  con- 
scientious in  the  discharge  of  his  duties,  a  very  desirable  employee." 

(g)   "This  young  man  is  proving  very  satisfactory." 

(h)   "Miss 's  ability  as  a  stenographer  is  above  the  average  student." 

Of  the  102  students  we  have  placed  since  September,  1917,  not  one  has  had 
to  give  up  his  position  because  he  didn  't  make  good.  There  have,  however, 
been  several  cases  where  business,  home,  and  school  influences  had  to  be  used 
to  accomplish  the  desired  results.  In  the  main  the  criticisms  made  by  the  em- 
ployer read  much  as  follows: 

(a)   ' '  Should  cultivate  initiative. ' ' 

(6)   "Should  be  further  drilled  in  penmanship." 

(c)  "Needs  more  drill  in  shorthand  and  typewriting." 

(d)  "Position  at  the  typewriter  poor.". 

(e)  "Inclined  to  be  careless  as  regards  details." 

SUMMARY 

Undoubtedly  cooperative  courses  are  to  play  a  large  part  in  future  education. 
That  Rochester  has  already  made  a  start  in  the  work  is  evidence  which  may  be 
made  the  basis  of  prophecy.  However,  certain  facts  which  have  been  learned 
through  the  experience  of  the  last  year  and  one-half  may  be  more  interesting 
and  helpful  to  the  reader  than  prophecy.  The  following  are  actual  facts  in 
favor  of  cooperative  education: 


*  Extra  month  enforced  vacation  when  50  per  cent  of  the  students  worked 
full  time. 

f  Does  not  include  summer  earnings. 


176  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

1.  Brings  business  and  school  in  such  close  relationship  that  each  may  un- 
derstand more  fully  the  problems  of  the  other  and  thereby  be  better  qualified  to 
train  young  workers. 

2.  Brings  the  teacher  in  contact  with  the  live  subject  matter  of  the  course. 

3.  Increases  the  interest  and  desire  of  the  business  man  for  the  educational 
advancement  of  all  his  employees. 

4.  Lends  vocational  guidance  in  the  placement  of  students  and  supplies 
school  assistance  to  help  the  student  over  the  rough  places  in  his  first  business 
experience. 

5.  Provides  an  up-to-date  and  fully  equipped  laboratory  for  actual  student 
training  at  a  cost  to  the  department  of  not  a  cent. 

6.  Makes  it  possible  in  many  cases,  through  the  economic  assistance  received, 
for  the  student  to  remain  in  school  and  finish  his  high-school  course. 

7.  Gives  the  student  a  broader  view-point  and  increases  his  interest  and 
desire  for  school  work,  which  naturally  raises  the  average  standard  of  the 
pupils. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  177 


PENNSYLVANIA  CONTINUATION  SCHOOLS 

By  M.  Claire  Snyder, 
State  Supervisor  of  Continuation  Schools. 

[Reprinted  from  the  Vocational  Educational  Summary  of  April,  1919.] 
[To  be  used  in  connection  ivitli  Topic  VI.} 

One  of  the  biggest  problems  of  the  public  school  today  is  the  adolescent  boy 
and  girl  who  for  one  reason  or  another  becomes  dissatisfied  with  school  condi- 
tions, seeks  solace  in  the  large  army  of  workers,  and  finds  it  in  his  first  "job." 
Anyone  with  broad  teaching  experience  realizes  that  it  is  not  a  good  thing  for 
these  children  to  be  beyond  the  influence  of  the  school  during  this  formative 
period  of  life.  Dissatisfied  children  make  dissatisfied  citizens,  therefore  it  is 
the  duty  of  the  public  school  to  maintain  a  firm  hold  on  this  group  at  least 
until  they  reach  the  age  of  16  years.  These  main  facts  give  us  the  reason  for 
establishing  and  maintaining  continuation  schools  in  Pennsylvania. 

In  1915  the  legislature  of  Pennsylvania  passed  an  act  known  as  the  "Child- 
labor  act  of  1915,"  the  purpose  of  which  was  "to  provide  for  the  health,  safety, 
and  welfare  of  minors."  This  act  forbids  the  employment  of  minors  in  certain 
establishments  and  occupations  and  under  certain  specified  age;  it  restricts  the 
hours  of  labor  and  determines  certain  working  conditions;  it  provides  for  the 
issuance  of  employment  certificates  to  minors  who  are  able  to  meet  certain 
qualifications;  it  provides  for  the  attendance  in  continuation  schools  for  at  least 
a  period  of  eight  hours  each  week;  it  provides  for  the  enforcement  of  the  act 
by  the  commissioner  of  labor  and  industry,  the  attendance  officers,  etc. 

In  1915  the  Bureau  of  Vocational  Education,  anticipating  the  opening  of 
continuation  schools,  maintained  summer  sessions  for  the  training  of  teachers  in 
five  industrial  centers  in  Pennsylvania.  Many  teachers  took  advantage  of 
this  opportunity  to  improve  themselves  and  to  get  the  larger  viewpoint  of  this 
special  work,  so  that  with  the  opening  of  these  schools  on  January  1,  1916, 
qualifed  teachers  were  ready  to  assume  their  responsibilities.  The  same  train- 
ing centers  were  maintained  during  the  summer  of  1916,  and  then  during  the 
summers  of  1917  and  1918  the  University  of  Pittsburgh,  State  College,  and  the 
University  of  Pennsylvania  incorporated  these  training  classes  in  their  summer 
sessions.  It  is  the  aim  in  these  summer  classes  to  give  to  teachers  not  only  the 
educational  point  of  view,  but  also  to  train  them  to  recognize  the  social  aspects 
of  the  school,  as  well  as  to  become  acquainted  with  the  industry,  which  is  the 
background  of  the  minor's  work  and  interest.  Those  teachers  who  have  had 
training  along  social-service  lines  or  who  have  had  industrial  experience  are  the 
ones  who  most  readily  grasp  the  continuation  school  point  of  view  and  conse- 
quently make  the  best  teachers. 

During  the  summer  of  1918  a  group  of  teachers,  who  had  been  studying  the 
problems  of  continuation  schools  and  evolving  and  developing  suitable  material 
for  instruction  for  the  classes  collaborated  on  a  tentative  bulletin  embodying 
suggestive  material  which  had  been  the  result  of  their  experience.  The  bulle- 
tin was  prepared  under  the  State  department  for  vocational  education  and 
the  mimeographed  copies  were  placed  in  the  hands  of  the  principals  and  teachers 


178  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

of  continuation  schools  for  use,  criticism,  revision,  and  amendment,  with  a 
view  to  making  the  instruction  as  practical  as  possible.  In  addition  to  this  a 
Continuation  School  News  Letter  is  published  monthly.  Each  number  is  pre- 
pared by  one  of  the  directors  of  continuation  schools,  who  becomes  responsible 
for  the  issue.  This  has  been  a  very  signal  help  in  establishing  a  spirit  of  unity 
and  mutual  helpfulness  among  the  teachers  who  are  struggling  devotedly  for  a 
new  enterprise. 

In  order  that  each  school  district  might  keep  in  close  touch  with  the  chil- 
dren who  leave  school,  a  system  of  certification  to  carry  out  the  provisions  of 
the  law  was  established.  The  law  says  that  "employment  certificates  shall  be 
of  two  classes,  general  employment  certificates  and  vacational  employment  cer- 
tificates. The  former  shall  entitle  the  minor,  14  to  16  years  of  age,  to  work 
during  the  entire  year;  the  latter  shall  entitle  him  to  work  on  any  day,  except 
on  such  days  as  he  is  required  to  attend  school,  as  required  by  law.  General 
labor  certificates  are  issued  to  those  minors  who  present,  (a)  a  statement 
signed  by  the  prospective  employer  or  by  some  one  authorized  on  his  behalf, 
stating  that  he  expects  to  give  him  present  employment,  and  setting  forth 
the  character  of  the  same,  as  well  as  the  number  of  hours  per  day  and  per 
week  which  he  will  be  employed,  (6)  a  school  record  certifying  that  the  minor 
has  completed  a  course  of  study  equivalent  to  six  yearly  grades  of  school  in 
the  common  branches,   (c)   certificate  of  physical  fitness,  (d)  proof  of  age. 

The  efficient  organization  of  the  continuation  school  depends,  to  a  very 
large  extent,  upon  the  local  conditions.  In  some  districts  it  was  found  advisa- 
ble to  establish  them  in  the  establishment;  in  others  in  the  public  school  build- 
ings. The  majority  of  minors  attend  eight  hours  in  one  day.  This  period  is 
divided,  generally  speaking  as  follows:  Four  hours  of  academic  work,  includ- 
ing business  English,  civics,  hygiene  for  the  worker,  and  industrial  and  com- 
mercial geography;  two  hours  fixed  vocational  subjects,  including  industrial 
arithmetic  and  shop  sketching;  two  hours  variable  vocational  subjects,  which 
includes  cooking,  sewing,  household  management  for  the  girls  and  shopwork 
for  the  boys,  as  well  as  any  other  practical  work  adapted  to  local  needs. 

The  general  aim  of  the  continuation  school  is  to  extend  the  general  educa- 
tion to  increase  civic  intelligence  and  to  increase  vocational  knowledge.  These 
aims  are  so  closely  bound  together  that  it  is  difficult  to  make  any  differentia- 
tion, so  in  planning  the  course  of  study  we  try  to  present  that  material  which 
will  contribute  to  the  accomplishment  of  these  aims. 

The  State  has  assumed  part  of  the  financial  responsibilities  of  these  schools, 
depending  upon  the  classification  of  the  teachers.  They  are  classified  in  three 
groups:  Class  A,  those  teachers  who  have  had  three  or  more  years'  teaching 
experience  in  Pennsylvania  and  who  hold  a  certificate  entitling  them  to  teach 
in  the  continuation  schools  of  the  State;  class  B  includes  those  who  have  had 
one  to  three  years'  teaching  experience  in  Pennsylvania  and  who  hold  a  certifi- 
cate entitling  them  to  teach  in  continuation  schools  in  the  State;  class  C  in- 
cludes those  who  hold  any  certificate  allowing  them  to  teach  in  Pennsylvania. 
For  class  A  teachers  the  State  returns  to  the  local  school  district  40  per  cent 
of  the  salary  paid,  for  those  in  class  B  30  per  cent,  and  for  those  in  class  C  20 
per  cent. 

In  1916  and  1917  88  school  districts  of  Pennsylvania  received  State  aid  for 
continuation  schools.  In  1917  and  1918  104  districts  received  aid  from  the 
same  source. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  179 

While  there  has  been  a  steady  growth,  there  still  remains  much  to  be  accom- 
plished in  the  way  of  developing  teachers  for  the  work  and  in  making  the 
work  so  practical  that  it  will  be  of  greatest  value  to  the  child.  A  brief  report 
of  a  recent  visit  to  one  of  the  larger  cities  in  Pennsylvania  might  serve  to 
illustrate  the  type  of  work  done.  In  this  district  237  boys  and  248  girls  are 
employed  in  the  silk  and  knitting  mills  and  candy  factories.  The  boys  and 
girls  are  in  separate  classes,  under  the  leadership  of  unusually  wide-awake 
teachers.  Besides  the  academic  subjects  and  the  practical  work,  the  boys  are 
taken  into  the  Young  Men 's  Christian  Association  for  one  hour 's  recreation  in 
the  gymnasium  and  the  swimming  pool,  while  the  girls  have  the  use  of  the 
Young  Women  's  Christian  Association  gymnasium  for  a  similar  period.  Aside 
from  the  work  during  the  day,  the  Young  Women 's  Christian  Association  has 
organized  classes  in  dramatics,  millinery,  and  first  aid.  These  meet  one  night 
a  week.  This  outside  work  has  given  to  the  boys  and  girls  of  this  community 
an  interest  in  the  best  local  organizations,  and  surely  they  will  be  better  citi- 
zens because  of  such  interest.  Another  outstanding  feature  of  this  school  was 
the  school  lunch,  prepared  by  the  girls  and  served  to  them  free  of  charge.  The 
lunch  hour  was  made  one  of  the  most  valuable  periods  of  the  entire  day,  be- 
cause the  girls  were  taught  how  to  prepare  and  serve  simple,  wholesome  foods, 
and  then  were  given  a  short  talk  daily  on  the  arrangement  of  the  kitchen,  din- 
ing room,  etc.,  so  that  their  usefulness  in  the  home  was  very  much  increased. 

Throughout  all  of  the  teaching  the  aim  of  those  in  charge  has  been  to  have 
the  teacher  present  all  subjects  in  a  practical  way,  so  that  each  child  could 
see  the  relation  between  the  subject  taught  and  his  home,  his  industry,  or  his 
community.  Because  this  type  of  teaching  seems  to  produce  the  best  results  in 
the  continuation  school,  we  aim  to  have  the  teachers  use  textbooks  as  little  as 
possible.  Instead  we  prefer  them  to  base  the  lessons  on  the  conditions  which 
prevail  in  their  community.  Surely  such  teaching  will  make  the  children  a 
more  valuable  asset  to  their  localities,  and  will  help  them  to  be  able  to  meet 
the  problems  of  life  in  a  more  intelligent  way  than  they  otherwise  would. 

The  continuation  schools  of  Pennsylvania  have  a  mission  to  perform.  To 
what  extent  that  mission  is  fulfilled  depends,  in  a  large  measure,  on  the  teach- 
ers themselves.  If  we  have  made  better  citizens  and  better  workers,  we  have 
succeeded;  if  not,  we  have  failed. 


180  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 


THE  DAYTON  COOPERATIVE  INDUSTRIAL  HIGH  SCHOOL 

By  K.  G.  Smith 

[Reprinted  from  the  Vocational  Education  Summary  of  June,  1919.] 

[To  be  used  in  connection  with,  Topic  X.] 

THE  START 

Six  years  ago,  through  the  activity  and  cooperation  of  Mr.  John  H.  Patter- 
son, Mr.  E.  A.  Deeds,  and  our  late  superintendent  of  schools,  Mr.  E.  J.  Brown, 
the  cooperative  high  school  was  established  in  connection  with  Stivers  High 
School.  Since  that  date  other  cooperating  manufacturers  have  gradually  been 
added  to  the  list  until  now  10  factories  have  apprentices  working  in  accord- 
ance with  the  following  plan: 

THE    PLAN 

In  order  to  enter  the  cooperative  school  a  boy  must  have  completed  two 
years  of  high-school  work  and  have  reached  his  sixteenth  year.  Through  an 
extension  of  the  school  year  from  10  to  12  months,  and  of  the  school  day  from 
9  to  11  45-minute  periods,  the  boy  who  does  satisfactory  work  is  enabled  to 
complete  his  academic  work,  supplemented  with  shop  correlation,  as  soon  as  if 
he  had  remained  in  the  regular  course,  and  thus  graduate  with  his  class  by 
working  a  week  and  going  to  school  a  week,  alternately,  during  the  last  two 
years  of  high  school. 

When  a  boy  desires  to  enter  the  cooperative  school  the  principal  assists 
him,  if  necessary,  to  locate  in  one  of  the  cooperating  factories.  He  is  then 
given  a  two  months'  preliminary  trial  during  the  regular  school  summer  vaca- 
tion period  in  the  factory  which  he  selects,  and  if  during  this  period  he 
exhibits  capacity  and  adaptability  for  becoming  a  successful  mechanic  he  is 
permitted  to  enter  the  cooperative  school  when  the  school  year  starts  the  first 
week  in  September.  In  every  instance  final  decision  as  to  what  boys  may 
enroll  is  made  at  a  conference  between  the  official  of  the  factory  concerned  and 
the  school  representative. 

The  conditions  relating  to  the  amount  of  time  the  boy  is  to  spend  in  each 
specific  type  of  work  in  the  factory  and  the  scale  of  wages  he  is  subject  to  are 
stated  in  a  contract  which  is  signed  by  all  parties.  To  make*  a  practical 
arrangement,  both  in  the  factory  and  the  school  organization,  the  boys  are 
paired  off  in  such  a  way  that  when  one  is  in  school  an  alternate  is  in  the 
factory,  and  vice  versa. 

ADVANTAGES  TO  THE  EMPLOYER 

Production,  of  course,  is  the  primary  object  of  the  employer.  Consequently 
any  plan  which  sooner  or  later  enables  him  to  increase  the  factory  output  is  to 
his  advantage.  The  plan  works  to  this  end  and  is  evidenced  by  the  fact  that 
at  the  end  of  the  two-year  apprenticeship  period  the  employer  will  have  two 
employees  well  along  in  the  course  of  training  though  he  has  had  to  look  after 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  181 

but  one  at  a  time,  and  under  ordinary  conditions  would  therefore  have  but  one 
workman.  During  these  first  two  years,  when  an  apprentice  is  in  the  factory 
half  time,  he  is  worth  least  to  the  organization. 

A  more  important  advantage  rests  in  the  well-known  fact  that  the  average 
apprentice  mechanic  soon  stops  growing  because  he  ceases  to  question  himself 
and  others.  The  inquisitive  attitude,  without  which  no  person  advances,  is  not 
only  kept  alive  but  is  intentionally  encouraged  in  the  school,  thus  making 
stagnation  improbable,  if  not  impossible,  in  the  apprentice.  A  boy  between 
16  and  18  who  has  not  finished  high  school  is  not  afraid  to  expose  his  ignorance 
by  asking  questions. 

The  following  excerpt  from  a  letter  written  by  one  Dayton  manufacturer 
to  another,  whom  he  wished  to  interest  in  the  cooperative  plan,  nicely  sum- 
marizes the  advantages: 

"All  the  worth-while  men  in  Dayton  have  high  ideals  for  the  city.  These 
ideals  find  expression  in  various  ways.  No  city  problem  is  of  greater  import- 
ance than  the  welfare  of  our  school  system,  and  some  one  has  well  said:  'What- 
ever you  desire  in  your  city  put  into  your  schools.  .  .  .  It  is  absolutely 
essential  to  the  future  of  our  mechanical  city  that  we  train  our  citizenship  in 
a  more  practical  and  efficient  manner.  We  can  not  educate  for  work  without 
working.  We  have  in  Dayton  graduates  from  this  school  who  are  very  credita- 
ble mechanics.  .  .  . '  The  work  is  more  creditable  to  our  city  for  the  fol- 
lowing reasons: 

1.  It  makes  school  work  more  interesting. 

2.  It  increases  the  ability  of  our  people. 

3.  It  keeps  the  boys  in  school  until  they  graduate. 

4.  It  betters  the  citizenship  of  our  city. 

5.  It  helps  the  smaller  industries  which  are  unable  to  establish  training 
schools  of  their  own." 

ADVANTAGES   TO   THE   BOY 

Experience  thus  far  has  proven  that  the  boys  in  the  cooperative  course  ad- 
vance more  rapidly,  not  only  in  the  industry  but  in  the  school,  than  those  who 
follow  the  regular  high-school  course  to  the  end  before  entering  industry.  The 
close  connection  of  theory  and  practice  which  the  cooperative  scheme  accom- 
plishes is  undoubtedly  responsible  for  the  greater  initiative,  adaptability,  and 
resourcefulness  manifested  by  the  boys.  In  addition,  this  plan  (which  enables 
them  to  work  and  receive  pay  on  alternate  weeks)  makes  it  possible  for  many 
boys  to  complete  the  high-school  course  who  could  not  otherwise  do  so. 

The  course  of  study  (see  outline  below),  which  is  subject  to  change  from 
year  to  year,  is  determined  at  a  conference  between  the  superintendent  of 
schools  and  an  advisory  committee  consisting  of  five  manufacturers.  This 
course,  it  should  be  noted,  fully  meets  the  college  entrance  requirements  for 
an  accredited  high  school. 

AFTER    COMPLETING   HIGH    SCHOOL 

At  the  end  of  the  cooperative  high-school  course  a  boy  either  enters  college 
or  completes  his  apprenticeship  in  the  factory.  A  large  percentage  of  the  boys 
from  the  cooperative  school  who  go  to  college  enter  the  University  of  Cincin- 
nati on  the  cooperative  arrangements  and  still  work  at  the  factory  where  they 
worked  during  their  cooperative  high-school  course.  Eight  of  the  1918  class 
entered  Cincinnati  University. 

If  a  boy  does  not  go  to  college,  the  factory  sends  him  to  the  Trade  Exten- 
sion (Continuation)  School  one-half  day  per  week  on  factory  time  for  the  last 
two  years  of  his  apprenticeship. 


182  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 


INSTRUCTION  IN  VOCATIONAL  AGRICULTURE  IN 
WOOD  COUNTY,  WISCONSIN 

By  W.  S.  Welles 
State   Superintendent,   Wisconsin. 

[Reprinted  from  the  Vocational  Education  Summary  of  August,   1919.] 
[To  be  used  in  connection  ivith  Topic  XL] 

The  following  is  a  brief  summary  of  the  story  of  part-time  instruction  in 
agriculture  for  farm  boys  from  the  introduction  of  the  plan  to  the  end  of  the 
first  year's  work  for  1918-19: 

Part-time  instruction  in  agriculture  for  farm  boys  is  the  true  field  for  voca- 
tional effort  along  agricultural  lines.  This  work  has  to  do  with  a  group  of 
young  people  from  14  to  20  years  of  age,  who  are  of  all  grades  of  school 
attainment  and  who  are  engaged  in  actual  farming.  They  are  employed  in 
the  fields  through  the  farming  season  and  have  the  general  care  of  stock  and 
the  regular  chores  of  the  farm  to  do  through  the  winter.  For  the  most  part, 
they  are  beyond  the  years  when  folks  attend  school  in  the  rural  districts. 
They  have  probably  finished  the  eighth  grade,  or  because  of  unfavorable  con- 
ditions have  not  gone  so  far,  but  are  beyond  the  stage  in  which  they  feel  com- 
fortable in  the  schoolroom.  Consequently  there  are  very  few  of  these  people 
who  will  ever  get  back  to  a  regular  school.  They  are  tied  at  home  by  the  work 
of  the  farm  and  not  able  to  be  away  for  even  one  whole  day.  For  a  part 
of  the  year,  however,  there  is  only  the  morning  and  evening  work  to  be  done. 
This  leaves  them  free  during  the  middle  of  the  day. 

Dairy  work  means  considerable  more  than  chores.  It  means  several  hours' 
work  early  in  the  morning  and  several  hours  in  the  evening,  beginning  rather 
early  in  the  afternoon.  For  these  reasons  it  is  entirely  impossible  for  the  boys 
from  farms  where  dairy  interests  are  paramount,  as  in  Wood  County,  to  be 
absent  from  home  except  for  a  short  time  during  the  middle  of  the  day. 

This  means  just  one  thing,  and  that  is,  that  if  these  people  are  to  have 
some  of  the  good  things  in  an  educational  way,  or  in  industrial  improvement, 
which  are  possible  for  those  who  are  able  to  leave  home,  the  only  way  for  them 
to  get  it  is  to  have  it  brought  to  their  doors. 

As  a  general  proposition,  the  work  should  be  planned  entirely  on  the  basis 
that  training  in  industry  is  rational  and  effective  just  so  far  as  it  is  tied  up  to 
the  industry  itself.  Training  should  be  taken  while  engaged  in  the  processes 
of  the  industry;  that  is,  the  right  time  to  give  a  boy  vocational  instruction  in 
agriculture  is  while  he  is  engaged  in  carrying  on  farm  operations. 

The  first  plan  for  the  agricultural  work  under  the  vocational  board  in  this 
State  was  prepared  by  the  writer  of  this  paper  in  August,  1917,  and  provided 
for  part-time  instruction  in  agriculture  for  farm  boys.  In  the  plan  for  1918 
and  1919  this  idea  was  changed  from  the  Boys'  Farm  School  to  the  Farm 
Boys'  School,  which  is  a  vastly  different  thing.  It  was  classified  under  the 
head  of  part-time  instruction  in  agriculture;  during  this  first  year  fortunately 
no  prescribed  course  of  study  was  followed.  As  carried  out  in  the  plans  for 
the  past  year,  instruction  was  given  with  the  greatest  amount  of  flexibility 
both  as  to  time  and  place  and  manner. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  183 

Since  these  boys  were  all  from  farms  and  not  in  attendance  at  any  school 
it  was  concluded  that  the  sessions  should  be  held  five  days  in  the  week  for 
two  weeks,  in  the  middle  of  the  day.  The  boys  were  found  by  making  a 
boys'  census  of  Wood  County  by  school  districts  from  information  on  file  in 
the  office  of  the  county  superintendent.  This  census  showed  approximately 
900  boys  in  the  county  between  the  ages  of  14  and  20  from  farm  homes,  800  of 
whom  were  not  enrolled  in  any  public  school.  It  was  impossible  to  make  im- 
mediate contact  with  all  these  boys.  About  a  dozen  centers  were  designated, 
and  the  boys  in  the  list  were  set  off  according  to  their  location  near  these 
centers.  The  next  step  was  to  visit  each  of  these  centers  and  consult  with 
the  leading  men  there,  to  get  them  interested  in  the  proposition  of  the  farm 
boys'  part-time  school  and  to  provide  room  and  heat  at  the  community  center 
to  house  the  school  during  its  stay.  As  a  result  of  our  efforts  in  this  direction, 
seven  such  schools  were  organized  in  Wood  County  for  a  period  of  two  weeks 
each  during  the  winter. 

One  of  the  most  serious  difficulties  in  organizing  schools  of  this  type  is  that 
of  obtaining  a  man  whose  general  preparation,  ability,  and  sympathies  qualify 
him  for  the  work. 

In  no  case  was  the  line  of  work  laid  out  until  local  conditions  had  been  can- 
vassed and  arrangements  made  for  carrying  out  in  practical  shape  things 
which  were  to  be  discussed  in  the  school.  This  practical  work  consisted  in 
checking  up  on  some  of  the  things  at  home  in  the  matter  of  dairy  feed,  herd 
management,  barn  location,  and  construction,  etc.,  and  trips  to  near-by  farms 
where  pure-bred  stock  could  be  judged.  Many  of  these  boys  were  not  familiar 
with  some  of  the  most  commonly  accepted  ideas  regarding  dairy  animals,  and, 
since  Wood  County  is  practically  a  dairy  community,  the  matter  of  dairy  herd 
and  all  points  connected  therewith  was  one  of  the  strong  features  of  all  of  the 
schools. 

These  schools  were  conducted  by  men  whose  institutional  headquarters  were 
at  the  county  agricultural  school  at  Grand  Eapids.  Supplies  and  apparatus 
for  demonstration  work  were  brought  out  from  there  whenever  needed.  Some 
of  these  centers  were  near  railroads  and  some  a  good  many  miles  from  rail- 
roads.    Two  or  three  of  them  were  only  crossroad  settlements. 

The  first  school  was  held  at  Frisbie  on  the  State  experimental  farm.  These 
farms,  established  by  State  effort,  through  State  taxation,  for  the  benefit  of 
all  the  farming  population  of  the  State,  represent  the  present  best  movement 
for  the  industrial  improvement  of  farming  people.  These  provide  the  object 
lessons  by  which  young  farmers  see  how  improved  processes  work  out,  and  also 
they  furnish  the  testing  ground  for  the  new  ideas  as  they  come  out  and  the 
burying  ground  for  those  that  go. 

The  following  is  a  typical  program  of  a  part-time  school  of  agriculture  cover- 
ing two  weeks: 

PROGRAM   FOR  PART  TIME  FARM   BOYS  '   SCHOOL   AT  RUDOLPH 

Mr.  Taylor,  Instructor 
Monday: 

A.  M. — Organization   and  discussion   of  local  farm   conditions.     Dairy  barn 

construction. 
P.  M. — Dairy  barn  construction  and  King  system  of  ventilation.    Pure  breds, 
grades,  and  scrubs.     Comparison  of  dairy  breeds. 


184  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

Tuesday: 

A.  M. — Judging  Holsteins  at  farm  of  Martin  Joosten. 

P.  M. — Handling    and    care    of    woodworking    tools,    starting    of    work    on 
evener. — W.  A.  Sprise. 
Wednesday: 

A.  M. — Judging  Guernsey  cattle  at  farm  of  D.  D.  Conway. 

P.  M. — Finishing  work  on  evener. — W.  A.  Sprise. 
Thursday: 

A.  M. — Balancing  rations. 

P.  M. — Soils,  nitrogen,  and  liming. — F.  L.  Musbach. 
Soils,  phosphorus. — F.  L.  Musbach. 
Friday: 

A.  M. — Soil  management  and  drainage. — F.  L.  Musbach. 

P.  M. — Figuring  rations  as  fed  on  home  farms  and  study  of  ways  to  improve 
same. 

SECOND   WEEK 

Monday: 

A.  M. — Comparison  of  patent  dairy  feeds  with  home  grown  feeds,  prices,  and 

nutrient   content. 
P.  M.- — Improving  of  rations  fed  at  home. 
Tuesday: 

A.  M. — Plant  diseases  and  insect  pests. — S.  G.  Corey. 
P.  M.- — Breeds  of  swine. 
Wednesday: 

A.  M. — Farms  plans  and  farm  management. — S.  G.  Corey. 
P.  M. — Hog  houses.     Fencing  of  hogs. 
Thursday: 

A.  M. — Boiling  crops  and  pastures.     Marketing  of  milk  for  cheese. — W.  W. 

Clark. 
P.  M. — Feeds  for  hogs  and  use  of  self-feeder. 
Marketing  for  stock. — W.  W.  Clark. 
Friday : 

A.  M. — Self-feeder  and  supplement  feeds.     Hog  pastures  rotation. 
P.  M. — Questions  answered. 

Truog  test  for  soil  acidity — 22  tests. 

The  following  is  a  list  of  the  part-time  schools,  under  the  name  of  the  com- 
munity center.  The  enrollment  of  the  farm  boys  is  given,  and  in  the  oppo- 
site column  the  record  of  attendance.  There  is  considerable  cause  for  satisfac- 
tion in  the  fact  that  out  of  322  in  the  enrollment  list,  all  but  17  were  in  attend- 
ance the  full  time  of  the  school  session: 

Students  Regular 

Enrolled.  Attendance. 

Frisbie    8  8 

Auburndale   15  13 

Rudolph    31  31 

Pittsville : 17  16 

Lindsey    22  20 

Vesper    12  0 

Klondike    17  17 

Total    ,., 122  105 


INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION  185 


THE  DAYTON  PAKT-TIME  TEADE  EXTENSION  SCHOOL  FOR 

APPRENTICES 

By  C.  G.  Sharkey 

[Reprinted  from  the  Vocational  Education  Summary  of  August,   1919.] 
[To  be  used  in  connection  with  Topic  X.] 

The  Dayton  public  schools,  through  the  continuation-school  plan,  offer  to 
the  industries  of  Dayton  the  opportunity  of  having  their  apprentices  attend 
school  one-half  day  per  week  for  special  industrial  training,  without  cost  to 
them  or  to  their  apprentices.  The  course  as  now  organized  and  conducted  con- 
sists of  shop  mathematics,  mechanical  drawing  and  tool  designing,  especially 
related  to  the  metal  trades.  Other  courses  will  be  added  as  the  need  for  them 
becomes  apparent. 

In  the  five  years  that  the  school  has  been  running,  the  number  of  cooperat- 
ing firms  has  increased  to  14,  while  the  number  of  apprentices  has  reached 
over  150.     Details  of  the  continuation-school  plan  appear  immediately  below. 

THE  PLAN 

Each  apprentice  reports  to  room  401  in  Stivers  High  School  at  8  or  1:30 
on  the  half  day  to  which  he  is  assigned,  and  attends  classes.  The  time  of  his 
entering  and  leaving  the  school  is  reported  on  the  same  day  to  the  employer. 
A  boy  is  assigned  to  a  particular  half  day  at  the  school  after  the  coordinator 
in  charge  of  the  work  and  the  factory  officials  have  conferred  on  the  matter. 
Factors  receiving  consideration  in  such  conferences  are:  First,  avoidance  of 
disruption  in  the  factory  organization  because  of  too  many  apprentices  being 
absent  at  one  time;  second,  each  boy's  previous  training  and  the  length  of  ap- 
prenticeship he  has  already  served;  and,  third,  facilities  available  at  school  for 
taking  care  of  the  apprentices. 

The  school  is  organized  so  that  apprentices  with  all  degrees  of  preparation 
from  that  of  graduation  from  the  grades,  to  graduation  from  the  high  school 
may  be  accommodated.  An  apprentice  may  enter  the  school  at  any  time.  More- 
over, the  organization  is  flexible  enough  to  allow  transfer  of  a  boy,  from  one 
section  to  another,  if  factory  conditions  necessitate. 

Monthly  reports  are  made  to  each  factory  of  the  boy's  work  in  school. 

SCHEDULE — MORNING    SESSIONS 

Practical  mechanical  drawing  and  tool  design,  8  to  9:45. 

Coordination,  9:45  to  10. 

Shop  mathematics,  10  to  11:30. 

AFTERNOON  SESSIONS 

Practical  mechanical  drawing  and  tool  design,  1:30  to  3:15. 
Coordination,  3:15  to  3:30. 
Shop  mathematics,  3:30  to  5. 


186  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

The  morning  session  opens  at  8  o'clock.  Boys  may  use  the  technical  library 
and  trade  magazines  until  this  time. 

Due  to  the  fact  that  the  factories  have  different  noon  hours  some  of  the 
boys  have  more  time  than  others  before  the  regular  schedule  of  school  work 
begins.  Experience  has  proven  the  advisability  of  starting  the  •  afternoon 
sessions  not  earlier  than  1:30,  because  some  of  the  boys  could  not  reach  school 
sooner.  At  whatever  time  they  get  to  school  they  use  the  technical  library  and 
trade  magazines  until  1:30  under  the  direction  of  an  instructor. 

A    BRIEF    OUTLINE    OF    THE    COURSE    OF    STUDY 

The  shop  mathematics,  drawing,  and  tool  design  are  taught  by  tradesmen 
who  have  taken  special  training  and  have  qualified  under  the  provisions  of  the 
Smith-Hughes  Act  for  vocational  teacher  training.  They  spend  part  time  in 
the  factory,  and  the  course  is  laid  out  to  fit  the  special  requirements  of  the 
trades  represented  in  the  factories  from  which  the  boys  come  for  their  half 
day  per  week  at  school. 

ITS   ADVANTAGES 

The  continuation  school  plan  has  many  advantages,  chief  among  them 
being: 

1.  It  enables  the  boy  who  is  just  entering  upon  his  apprenticeship  to  adapt 
himself  more  readily  and  successfully  to  shop  conditions. 

2.  Due  to  the  close  coordination  of  factory  and  school,  the  practical  and 
theoretical  phases  of  the  trade  are  made  mutually  beneficial,  thus  assuring 
more  rapid  advancement  for  the  apprentice,  while  the  employer  secures  more 
and  better  service. 

3.  It  affords  additional  schooling  of  the  most  practical  character  for  boys 
who,  because  of  the  necessity  of  helping  bear  the  family  expenses,  must  stop 
school  at  an  early  age. 

4.  The  knowledge  that  his  employer  is  sufficiently  interested  in  his  welfare 
to  desire  and  to  encourage  him  to  attend  school  one-half  day  per  week  is  a 
most  effective  stimulus  to  give  the  best  possible  service. 

5.  It  provides  opportunity  for  more  thoughtful  direction  of  the  apprentice 
than  shop  conditions  ordinarily  permit.  The  boy  is  not  only  taught  to  think 
and  act  intelligently  at  times,  but  is  materially  assisted  toward  acquiring  the 
habit  of  acting  this  way  at  all  times.  Intelligent  compliance  rather  than 
blind  and  unthinking  obedience  tends  to  become  the  controlling  ideal  of  his  life. 

Other  advantages  to  the  employer  not  mentioned  above  are: 

1.  A  relatively  inexpensive  and  highly  economical  method  of  improving  the 
quality  of  service  received,  is  thus  provided. 

2.  The  morale  of  the  employees  as  a  whole  can  not  but  be  appreciably  im- 
proved by  this  wholesome  method  of  cooperation. 

3.  No  better  means  can  be  provided  for  preparing  capable  supervising  and 
instructional  foremen,  types  of  employees  which  the  experience  of  the  last  few 
years  has  proven  so  necessary,  if  not  indispensable. 

Tor  these  reasons,  not  to  mention  others  equally  important,  the  industries 
of  Dayton  will  find  it  to  their  interests  as  well  as  to  the  interests  of  the  public 
to  make  use  of  the  Trade  Extension  School.  The  plan  should  appeal  strongly  to 
smaller  industrial  firms  who  do  not  find  it  at  all  practical,  because  of  the  high 
cost,  to  maintain  schools  for  their  apprentices. 


INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION  187 


TYPE   COUESES  FOE   CONTINUATION   SCHOOLS  IN   COMMEECE 

[Eeprinted  from  Miscellaneous  Memorandum  No.  161,  of  the  Federal  Board 

for  Vocational  Education.] 

[To  be  used  in  connection  ivith  Topic  XIII.] 

..     For  Office  Workers. 

Minimum  4  hours  a  week  for  thirty-six  weeks. 

First  year:  Minutes 

per  week. 

Practical  English 60 

Business  arithmetic  40 

Spelling  20 

Business  writing  30 

Hygiene  and  physical  exercises  20 

First   lessons  in  business 60 

Citizenship   10 

Second  year: 

Practical  English  and  word  study 60 

Business  writing  30 

Hygiene  and  physical  exercises : 20 

Elementary  bookkeeping,  business  practice  and  applied  arithmetic.—  60 

Commercial   geography   20 

Citizenship   10 

Filing    40 

I.     For  Office  Workers. 

Minimum  8  hours  a  week  for  36  weeks. 
First  year: 

1.     Practical  English  120 

Business  vocabulary,  common  errors  of  speech,  oral  sen- 
tence and  topical  narration  and  description,  debate, 
written  essays  on  common  business  topics,  business  letter 
writing,  trade  magazine  articles. 

2.  Business  Arithmetic  80 

Four  fundamentals,  fractions  chiefly  those  in  store  or  office 
use,  decimals  chiefly  coinage,  units  of  measure  used  in 
business,  percentage,  store  and  office  problems. 

3.  Spelling    30 

Business,  terms,  names  of  articles  merchandised,  names  and 
addresses  of  business  firms  and  customers,  streets,  cities, 
states,  etc. 

4.  Business   Writing   60 

Drill  in  position,  movements,  letter  formation,  figures, 
straight  written  matter,  columns  of  figures. 

5.     Physical  Exercise,  Hygiene  20 

Frequent  calisthenics  between  lessons,  personal  habits,  duty 
to  self,  home,  employer,  fellow  workers,  public. 


188  INTRODUCTORY   COURSE   ON   PART-TIME   EDUCATION 

6.     Citizenship    30 

Significance,  city  organization  relating  to  street,  fire,  health, 
parks,  and  other  departments;  public  library,  community 
interests. 

7.     Current  Events 20 

Use  of  good  daily  newspaper  and  magazine.  How  and  what 
to  choose  to  read. 

8.     Business   Practice 120 

First  lessons  in  business,  business  vocations,  habits,  forms 
and   record   work,   filing,   hearing   and   executing   orders, 
wrapping    bundles,    use    of    comptometer,    mimeograph, 
multigraph,  addressing  machine. 
Second  year: 

1.  Practical  English  120 

Review  and  extension  of  first  year's  work,  construction  of 
sentences  and  paragraphs,  business  and  friendly  letters, 
short  oral  and  written  compositions  on  business  and 
related  topics,  synopsizing,  telegram  writing,  exercises 
in  brevity  of  expression,  use  of  dictionary. 

2.  Business    Writing    — . 45 

As  much  time  as  is  required  by  individuals  to  reach  legibil- 
ity combined  with  speed.  Extension  of  work  covered  in 
first  year. 

3.  Physical  Exercise   and   Hygiene 20 

Review  and  extension  of  first  year's  work. 

4.  Citizenship    30 

Review  of  local  community  and  social  problems  and  relation- 
ships; personal  obligations  to  state  and  nation.  World 
citizenship. 

5.  Current   Events 25 

Continuation  of  work  of  first  year. 

6.  Commercial  Geography 60 

Local  industries  and  their  markets,  place  geography  with 
regard  to  trade  routes,  reasons  for  industrial  and  com- 
mercial locations  in  home  city,  state,  nation,  and  world. 
United  States  trade  with  South  America  and  Central 
America  and  Canada,  Europe,  Asia. 

7.  Elementary  Bookkeeping,  Business  Practice  and  Applied  Arith- 

metic         180 

Handling  the  various  business  forms  in  relation  to  business 
practice,  making  necessary  calculations,  and  entries  in 
books  of  record,  transfer  of  records;  drill  in  cash,  trade 
and  bank  discounts  and  interest  transactions,  monthly 
statements,  simple  journalizing,  posting  and  taking  of 
balances. 

8.  Typewriting    (Provided  for  pupils   who  ask  for  it  because   of 

need  in  work.     In  this  case  such  pupils  will  have  only  120 

minutes  in  7a) 60 

Knowledge  of  proper  use  of  machine,  practice  sufficient  to 
do  billing  work,  copy  work,  addressing  envelopes,  etc. 


INTRODUCTORY   COURSE   ON  PART-TIME   EDUCATION  189 

3.  For  Store  Workers. 

Same   as   for   office   workers   except   that   retail   store   courses   are 
substituted  for  Elementary  bookkeeping,  etc.,  in  the  second  year. 

4.  See  Federal  Board  for  Vocational  Education  Bulletin  No.  22,  Com- 

mercial Series  No.  1  for  further  suggestions  concerning  the  con- 
tent of  retail  store  courses  for  juniors  and  for  salespeople. 

5.  See  Federal  Board  for  Vocational  Education  Bulletin  No.  34,  Com- 

mercial Series  No.  3,  for  further  suggestions  regarding  the  or- 
ganization of  continuation  school  commercial  classes. 

6.  The  course  called  First  Lessons  in  Business  might  be  based  upon 

the  following  outline  which  was  prepared  by  the  writer  of  these 
suggestions  for  the  N.  E.  A.  report  on  commercial  education: 

1.  Definite  instruction  and  practice  in  the  fundamental  business 

habits,  such  as  courtesy,  honesty,  neatness,  accuracy,  prompt- 
ness, punctuality,  cheerfulness,  loyalty,  industry,  atten- 
tiveness,  persistency,  and  any  other  qualities  essential  to 
business  success.  Formal  instruction  should  be  given  at  the 
beginning  of  the  course,  but  practice  of  a  very  definite 
and  persistent  character  should  be  carried  on  throughout 
the  year  to  isnure  that  these  business  habits  shall  become 
fixed. 

2.  Initiative  as  a  business  asset  must  be  developed,  so  far  as  pos- 

sible, in  young  pupils.  This  can  best  be  done  by  concrete 
instruction. 

3.  Eecord  work,  that  will  develop  the  requisite  skill  in  handling 

specially  ruled  space,  ruling  lines,  entering  figures  in  prop- 
erly ruled  columns,  etc.,  is  of  vital  importance.  For  this  part 
of  the  work  the  following  types  of  exercises  may  be  used: 
Personal  expense  account  of  the  pupil,  and  of  a  student  at 
college;  household  records;  simple  records  of  youthful  busi- 
ness ventures;   records  of  school  supplies,  etc. 

4.  Business  forms  should  receive  attention.     The  following  should 

be  included:  Invoices,  receipts,  checks,  notes  and  simple 
orders. 

5.  The  various  simpler  systems  of  filing  should  be  taught,  and  op- 

portunity for  practice  in  filing  should  be  afforded  the  pupil. 
The  alphabetical,  geographical,  and  numerical  systems  may 
be  included.  By  securing  one  hundred  or  more  letters  for 
use  in  class,  actual  filing  experience  can  be  given.  By  arrang- 
ing these  letters  alphabetically  and  numbering  them  from 
one  to  one  hundred  in  the  upper  right  hand  corner  of  each 
letter,  the  filing  may  be  easily  checked  by  noting  if  any 
numbers  are  out  of  place  when  they  are  filed. 

6.  The  ability  to  receive,  understand,  and  execute  oral  orders  or 

instructions  is  worth  developing.  Practice  alone  will  accom- 
plish this. 

7.  Pressure  work  in  the  form  of  exercises  to  be  done  in  a  given 

time,  or  turned  in  incomplete,  will  inculcate  the  habit  of 
working  rapidly.  Speed  work  need  not  be  confined  to  busi- 
ness arithmetic. 


190  INTRODUCTORY    COURSE   ON   PART-TIME   EDUCATION 

8.  Instruction   should  be  given   in  the  valuable  art   of  wrapping 

goods  for  delivery  or  shipping. 

9.  The  various  duties  connected  with  messenger  service  should  be 

explained;  the  opportunities  that  efficient  messenger  service 
will  open  up  should  be  pointed  out;  and  practice  in  messen- 
ger work  should  be  afforded. 

10.  The  work  of  the  stock  clerk  should  be  explained;  cheeking  in- 

voices, marking  goods,  making  reports  on  the  supply,  etc., 
may  be  included  in  the  practice  part  of  this  course. 

11.  Making  change,  preparing  money  for  deposit,  etc.,  should  also 

have  a  place  in  an  elementary  course  in  business  training. 

12.  During  the  last  six  weeks  of  the  year  fundamental  principles  of 

debit  and  credit  may  be  given  to  stimulate  an  interest  in 
the  bookkeeping  course  of  the  next  year.  Simple  accounts 
and  journal  entries  may  be  required  at  this  stage  of  the 
year  's  work. 

1 3.  In  connection  with  the  Course  in  First  Lessons  in  Business  it  is 

recommended  that  short  drills  in  penmanship  be  given  daily. 
These  exercises  should  consist  of  movement  drills  and  prac- 
tice body  writing.  The  business  forms  and  record  keeping 
work  in  this  course  afford  an  excellent  opportunity  for  prac- 
tice in  business  penmanship  and  by  coordinating  the  busi- 
ness writing  with  the  work  outlined  above  it  should  be 
possible  to  develop  a  good  business  hand-writing  at  the  end 
of  this  year. 


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